Cognition and Instruction

Cognition and Instruction is published by Taylor & Francis and is in Zone 2 of Psychology in the CAS Journal Ranking (2025 upgraded edition). By OpenAlex counts of its recent articles, its largest topics are Innovative Teaching and Learning Methods, Mathematics Education and Teaching Techniques and Science Education and Pedagogy, together about 36.3% of its articles. Its main subfields are Education and Developmental and Educational Psychology. (generated from OpenAlex topic counts and CAS ranking data)

Among education journals, Cognition and Instruction’s distinctive niche is rigorous study of foundational issues concerning the cognitive, socio-cultural, historical, political, ethical, and mediational processes and conditions of learning and development in and across a wide range of environments (e.g., families, neighborhoods, schools, community-based settings, outdoor spaces, workplaces, friendships, social movements, etc.). For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal remains true to its roots in investigating cognition and instruction expansively, and we encourage submissions that attend to the “how” of learning and knowing as tied to the “why,” “for whom,” “where,” and “towards what ends?” A balance of data that illuminates processes of learning for individuals and groups in addition to expansive ways of understanding the outcomes of learning across time and place is therefore typical. Additionally, a balance of well-reasoned theoretical contributions and careful and reflective empirical findings and techniques is expected. The study of learning in design-based and naturally occurring circumstances is highly valued, but so is laboratory study in which context plays a consequential role in analysis. Representative but not exclusive topics for articles include: The conditions that support interest, affect, identity, ethical reasoning, collaboration, embodiment, movement and mobilities, and other dimensions of cognition and learning across the lifespan and multiple contexts for learning (e.g., in- and out-of-school). Teaching and learning processes as tied to questions of educational equity, justice, culture, power, historicity and futurity. Pedagogical mediation and the ways it shapes processes of sensemaking, relationality, and learning. The nature of knowledge, meta-knowledge, conceptual change, multiple ways of knowing, and consequential learning in disciplinary domains, broadly construed. Learning and teaching processes that attend to heterogeneity along multiple lines (e.g., cultural and linguistic diversity, (dis)ability, neurodivergence, race, gender, class). The learning and development of multiple literacies; the role of representation in individual and collective learning. Educator learning processes and outcomes, and the pedagogical conditions that support them, including cultural and institutional aspects. The development of skill and capability in a wide range of crafts and forms of labor.

From the journal's Aims & Scope

Research area (LetPub): Multiple

Editor-in-chief Shirin VossoughiPublisher website

CAS Journal Ranking

JCR / CiteScore quartiles on the journal's website

• CiteScore Q1 · 2025

Publisher-reported: JCR figures are Clarivate's and CiteScore figures Scopus's to confirm; both are a different system from the CAS zones.Publisher website

Database indexing

SSCIScopusLetPub

International journal early-warning lists: not listed in any editionLetPub

Indexing the journal's website claims

Web of SciencePubMedPsycINFOERICCurrent ContentsPublisher website

Other: ProQuest, OCLC, EBSCOhost, Elsevier BV, E-psyche, ERIC (Education Resources Information Center), National Library of Medicine, Ovid, Personal Alert (E-mail), Taylor & Francis, Thomson Reuters

As the journal's website lists them, not checked against each database; for Web of Science editions the records above apply.

Editions, and major and minor categories, are shown separately and never merged into one zone; check which edition your institution uses before you submit or report.

Impact

Impact factor

1.86LetPub · 2026-09-13

Impact factor (publisher) 2025

2Publisher website · 2026-10-01

5-year impact factor (publisher) 2025

3.7Publisher website · 2026-10-01

CiteScore 2026-06

7.7LetPub · 2026-09-13

CiteScore (publisher) 2025

7.7Publisher website · 2026-10-01

SJR 2026-06

0.95LetPub · 2026-09-13

SJR (publisher) 2025

0.95Publisher website · 2026-10-01

SNIP 2026-06

1.86LetPub · 2026-09-13

SNIP (publisher) 2025

1.86Publisher website · 2026-10-01

h-index

146OpenAlex · 2026-10-01

i10-index

548OpenAlex · 2026-10-01

2-year mean citedness

2.81OpenAlex · 2026-10-01

Self-citation rate

10%LetPub · 2026-09-13

Share of gold OA articles

18.92%LetPub · 2026-09-13

Volume

Articles per year

16LetPub · 2026-09-13

Downloads per year (publisher)

82,000Publisher website · 2026-10-01

Sources count differently and were observed at different times, so each source's own value is kept; "publisher" marks figures from the journal's website.

Acceptance rate (publisher)

7%Publisher website · 2026-10-01

Submission to first decision

26 daysPublisher website · 2026-10-01

Community reports come from authors' own submissions (confidence 0.5) and are not a promise from the journal; for publisher figures, the journal's own definitions apply.

A hybrid journal charges the APC only when the author chooses open access; publishing under the subscription model is usually free.

The journal's website is authoritative for fees; sources were observed at different times and each keeps its own value, without averaging.

Excerpts are quoted from the journal's website; "model summary" lines are written by Workers AI and checked against the text. The journal's website is authoritative.

Publisher

Taylor & Francis

ISSN

0737-0008

Electronic ISSN

1532-690X

Latest issue on the website

Volume 44, Issue 3 (2026)

Official links

• Journal homepage ↗LetPub
• Submission system ↗Publisher website
• Special issues ↗Publisher website