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Open Education Studies

Editor In Chief: Theo Bastiaens

Open Education Studies is an international peer-reviewed Open Access journal that publishes original and relevant articles in all fields of education research. It publishes both theoretical as well as empirical and methodological contributions to education research. Its coverage encompasses all forms of teaching and learning at all levels, from early childhood development to lifelong learning.

The journal provides the readers with free and permanent access to all content worldwide; and the authors with article promotion, long-time preservation, language assistance, no space constraints and immediate publication.

Past Topical/Special Issues:
2019

  • Design Thinking for Education
    Editor: Stefanie Panke, University of North Carolina, USA
  • STEM Education with a Better Understanding
    Editor: Ján Gunčaga, Faculty of Education, Comenius University in Bratislava, Slovakia
  • Innovative Teaching Methodologies
    Leading Editor: Carla M. A. Pinto, School of Engineering, Polytechnic of Porto, Portugal
    Guest Editors: Jorge Mendonça, Susana Nicola, School of Engineering, Polytechnic of Porto, Portugal; Daniela Velichová, Slovak University of Technology, Bratislava, Slovakia

Topical/Special issues in the 2020 volume:

Journal Partner:

The journal’s scope includes, but is not limited to the following areas of research:

  • Educational psychology
  • Sociology of education
  • Educational philosophy
  • Economics of education
  • Pedagogy

  • Educational policy
  • Educational leadership
  • Higher education
  • Early childhood education
  • K12 education
  • Vocational and workforce education
  • Teacher and trainer education
  • Faculty development

  • Health education
  • STEM education

  • Special education
  • Information literacy education
  • Teaching and learning with emerging technologies
  • Distance and e-learning
  • Games and simulations
  • Learning Design
  • Assessment and evaluation

Why submit

Authors of Open Education Studies enjoy the following benefits:

  • no article submission or article processing charges (APCs) in 2019 and 2020
  • fast, comprehensive and transparent peer-review
  • free language assistance for authors from non-English speaking regions
  • immediate publication upon completing the publishing process
  • extensive promotion and worldwide distribution of each published article
  • unrestricted, instant and permanent access to all content worldwide
  • secure archiving by De Gruyter and the independent archiving service Portico
  • similarity check and plagiarism screening system.

Abstracting & Indexing

Open Education Studies is covered by the following services:

  • Baidu Scholar
  • CNKI Scholar (China National Knowledge Infrastructure)
  • CNPIEC - cnpLINKer
  • Dimensions
  • DOAJ (Directory of Open Access Journals)
  • EBSCO Discovery Service
  • Google Scholar
  • J-Gate
  • KESLI-NDSL (Korean National Discovery for Science Leaders)
  • MyScienceWork
  • Naver Academic
  • Primo Central (ExLibris)
  • Publons
  • ReadCube
  • Semantic Scholar
  • Summon (ProQuest)
  • WanFang Data
  • WorldCat (OCLC)

Volume 1 (2019): Issue 1 (Jan 2019)

All submissions must be made via online submission system Editorial Manager: http://www.editorialmanager.com/openedu. In case of any technical problems, please contact the editorial team of Open Education Studies at Beata.Socha@degruyter.com

Editor-in-Chief:
Prof. Dr. Theo J. Bastiaens, University of Hagen, Germany; Open University of the Netherlands

Senior Editors:
Tobias Ley, Tallinn University, Estonia
Daniel B. Wright, University of Nevada, United States

Editorial Advisory Board:
Saul Carliner, Concordia University, Canada
Chun-Yen Chang, National Taiwan Normal University, Taiwan
Geoffrey Crisp, University of New South Wales, Australia
Gayle V. Davidson-Shivers, University of South Alabama, United States
Martin Ebner, Graz University of Technology, Austria
Lyn D. English, Queensland University of Technology, Australia
Roland H. Grabner, University of Graz, Austria
Yishay Mor, Levinsky College of Education, Israel
Matthias Nückles, University of Freiburg, Germany
Marie-Christine Opdenakker, University of Groningen, Netherlands
Carla Pinto, School of Engineering, Polytechnic of Porto, Portugal
Christiane Spiel, University of Vienna, Austria
Martin Valcke, Ghent University, Belgium
Lieven Verschaffel, Katholieke Universiteit Leuven, Belgium
Richard Waller, University of the West of England, Bristol, UK
Richard E. West, Brigham Young University, United States

Section Editors:

Assessment and evaluation
Benjamin Fauth, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany

Distance and e-learning
Stefanie Panke, University of North Carolina, USA

Early childhood education
Tomasz Kopczyński, University of Silesia, Poland
Marleena Mustola, University of Jyväskylä, Finland

Educational leadership
Anna Elizabeth Du Plessis, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australia

Educational philosophy
Farshad Badie, Center for Computer-mediated Epistemology, Aalborg University, Denmark
Anna Elizabeth Du Plessis, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australia
Marleena Mustola, University of Jyväskylä, Finland

Educational psychology
Benjamin Fauth, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
Tomasz Kopczyński, University of Silesia, Poland

Educational policy
Anna Elizabeth Du Plessis, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australia
Kristof Fenyvesi, University of Jyväskylä, Finland

Games and simulations
Theodosia Prodromou, University of New England, Australia

Higher education
Carla Pinto, School of Engineering, Polytechnic of Porto, Portugal
Olaf Zawacki-Richter, Carl von Ossietzky Universität Oldenburg

K12 education
Kristof Fenyvesi, University of Jyväskylä, Finland

Learning Design
Farshad Badie, Center for Computer-mediated Epistemology, Aalborg University, Denmark
Theodosia Prodromou, University of New England, Australia

Pedagogy
Farshad Badie, Center for Computer-mediated Epistemology, Aalborg University, Denmark
Kristof Fenyvesi, University of Jyväskylä, Finland
Tomasz Kopczyński, University of Silesia, Poland
Anna Elizabeth Du Plessis, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australia

Special education
Nicole Bianquin, Aosta Valley University, Italy

Sports education
Małgorzata Bronikowska, Poznań University of Physical Education, Poland

STEM education
Ján Gunčaga, Faculty of Education, Comenius University in Bratislava, Slovakia
Tomasz Kopczyński, University of Silesia, Poland
Zsolt Lavicza, Johannes Keppler University, Linz, Austria
Carla Pinto, School of Engineering, Polytechnic of Porto, Portugal
David Slykhuis, University of Northern Colorado, USA

STEAM education
Kristof Fenyvesi, University of Jyväskylä, Finland

Sociology of education
Anna Elizabeth Du Plessis, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australia

Teaching and learning with emerging technologies
Theodosia Prodromou, University of New England, Australia
Olaf Zawacki-Richter, Carl von Ossietzky Universität Oldenburg

Teacher and trainer education
Anna Elizabeth Du Plessis, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australia
Benjamin Fauth, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
David Slykhuis, University of Northern Colorado, USA

Technical Editor
Jakub Czubik

Publisher
DE GRUYTER Poland
Bogumila Zuga 32A Str.
01-811 Warsaw, Poland
T: +48 22 701 50 15

Editorial Contact
Beata Socha
Beata.Socha@degruyter.com