About the Journal

Relationship to the Learning Engineering Research Network

The journal is affiliated with the Learning Engineering Research Network. The journal will prioritize work that emerges from or meaningfully engages the Network’s collaborative projects, datasets, and community priorities. This will include special issues and rapid communications coordinated with LERN initiatives to accelerate the dissemination of high‑impact findings. Thes especial issues will be handled by associate editors and guest editors from the LERN community. Please see our Call for Special Issues.

Aims and Objectives

• Advance theory and practice by publishing work that integrates empirical evidence with engineering design to improve learning outcomes.
• Showcase all aspects of research throughout the learning engineering process.
• Promote reproducible, data‑driven approaches following the learning engineering process.
• Center equity and inclusion by prioritizing research that addresses access, cultural relevance, and differential impacts.
• Foster community and translation by connecting researchers, practitioners, and policymakers through actionable findings.

Topics Covered

The journal welcomes original research, reviews, and design reports set within the Learning Engineering Process on topics including but not limited to:

• Learning system (technological or human-centered) design and architectures;
• Learning analytics, AI in education, and adaptive systems;
• Design‑based research and iterative evaluation of interventions;
• Human‑centered research for learning and UX for educational tools;
• Assessment design, automated feedback, and measurement innovations;
• Scalability, deployment, and implementation science in education;
• Workforce learning, professional development, and lifelong learning systems;
• Equity‑centered design and culturally responsive engineering.

Article Types

• Original empirical research (quantitative, qualitative, mixed methods)
• Design and development reports (detailed system descriptions with evaluation)
• Methods and tools papers (new measurement, analytics, or engineering methods)
• Theory and synthesis (conceptual advances and systematic reviews)
• Policy and practice briefs (evidence‑based recommendations for stakeholders)

Editor's Spotlight

At least one article from each issue of Learning Engineering will be highlighted as an “Editor’s Spotlight” article. Selection is based on the recommendations of the associate editors, the paper’s potential impact on the field, the distinction of expanding the contributors to, or the focus of, the science, or its discussion of an important future direction for science. To increase the article’s impact and accessibility, the authors will be featured on the Learning Engineering Podcast to discuss their work and its potential impact.

Editorial Criteria and Review Process

The journal employs rigorous peer review that prioritizes methodological transparency, reproducibility, and practical significance; manuscripts are assessed against clear evaluation criteria—including clarity of research questions, appropriateness of methods, and evidence of impact or potential for impact—alongside careful attention to equity and ethical considerations. Authors are expected to follow open science practices where feasible, including sharing data, code, and materials, and preregistration of empirical studies is welcomed. All submissions must meet accepted ethical standards for the protection of human subjects and must fully disclose any conflicts of interest.