About the Journal:

​

Educational Innovation: The Journal of Learning Transformation, Pedagogy, and Student Success is a multidisciplinary academic publication dedicated to advancing evidence-based approaches to teaching, learning design, and educational transformation. Our mission is to bridge scholarship across the learning sciences, instructional design, educational technology, and curriculum studies to understand how innovative pedagogy measurably improves student engagement, achievement, and long-term success.

Educational Innovation publishes rigorously peer-reviewed articles, empirical studies, and theoretical frameworks that showcase:

​

• Original research examining innovative teaching practices—from active, experiential, and project-based learning to competency-based and personalized approaches—and their effects on learning outcomes

• Empirical and theoretical investigations into educational technology, artificial intelligence, and digital and blended learning environments, including their promise, limitations, and implications for equity

• Cross-disciplinary scholarship integrating insights from cognitive science, educational psychology, sociology, and design to develop comprehensive models of how people learn and how learning environments can be transformed

• Evidence-based frameworks for curriculum and course design, assessment, universal design for learning, high-impact practices, and student support that close opportunity gaps and promote student success

 

We prioritize work that encourages bold experimentation in teaching and learning while holding innovation to rigorous standards of evidence. Our aim is to provide a publishing space that advances both theoretical understanding and practical insights for educators and learning designers—across K-12, higher education, online and adult learning, and workforce education.

​

Through collaborative, cross-sector inquiry, Educational Innovation amplifies scholarship that transforms teaching, curriculum, and educational policy so that every learner can thrive in rapidly evolving academic and professional landscapes. We welcome submissions from researchers, educators, instructional designers, administrators, and policymakers across education, the learning sciences, educational technology, psychology, and related fields.

​

Educational Innovation aims to advance the science and practice of teaching and learning through the global exchange of empirically grounded, pedagogically informed knowledge. Quantitative and qualitative research, mixed-methods studies, design-based research, systematic reviews, program evaluations, case studies, practitioner-oriented frameworks, and conceptual articles exploring pedagogical innovation, learning transformation, and student success are welcomed.

​

The journal provides a forum for the rapid dissemination of rigorously peer-reviewed research, evaluations, case studies, and commentary on contemporary issues relating to pedagogical innovation, AI in education, learning design, assessment reform, educational equity, and the evolving understanding of what enables all students to learn and succeed.

​

By uniting research with classroom practice, Educational Innovation amplifies scholarship and strategies that transform learning environments to enhance both individual student success and the broader public good of education.

​

There is no publication fee associated with this journal and all articles are published Open Access.

​

Editorial Team​​​​