Journal profile · Social Sciences-Education
Research and Practice in Technology Enhanced Learning
ISSN 1793-7078 · Springer Nature · Singapore
Research and Practice in Technology Enhanced Learning: CAS Zone 3 · Education (2025 upgraded edition); impact factor 3 (journal website); diamond open access (no APC); no APC; review about 13 weeks (community reports); 40 articles in 2025; indexed in ESCI and Scopus.
Scope
Aims, scope and focus
Research and Practice in Technology Enhanced Learning is published by Springer Nature and is in Zone 3 of Education in the CAS Journal Ranking (2025 upgraded edition). By OpenAlex counts of its recent articles, its largest topics are Innovative Teaching and Learning Methods, Online Learning and Analytics and Online and Blended Learning, together about 40.3% of its articles. Its main subfields are Computer Science Applications. (generated from OpenAlex topic counts and CAS ranking data)
Research and Practice in Technology Enhanced Learning (RPTEL) is a multidisciplinary refereed journal devoted to disseminating rigorous research on all aspects of the use of technology to enhance learning. RPTEL is the official journal of The Asia-Pacific Society for Computers in Education (APSCE). The journal seeks to be a catalyst for multidisciplinary dialogue amongst researchers and practitioners worldwide in the fields of learning and cognition, education, and technology, with a view to improving practice and achieving real-world impact in technology enhanced learning. The journal encourages research from theoretical perspectives, research reports of evidence-based practice as well as praxis research work that focuses on the interface between theory and practice and how each can support the other. In addition, the journal strongly encourages reports of research carried out within or involving countries in the Asia-Pacific region. The journal embraces all forms of technology that may be used to enhance learning opportunities; it is not restricted to information and communications technologies. All aspects of the technology, from design to construction to implementation and evaluation, are of interest. Research contexts addressed include learning that takes place in schools, universities or colleges, in business or government organizations, as well as in informal learning settings. Learning may take place at the individual, group, organizational or societal level. Analyses of learning may apply at multiple levels. A key focus of the journal is to seek improvement in our understanding of designing for learning in such a way that the learning designs translate successfully into practice. Hence, empirically grounded evaluations of learning are especially important. A complementary focus of the journal relates to the environmental, social, and cultural contexts within which learning design interacts with and translates into practice.
From the journal's Aims & Scope
Research area (LetPub): Social Sciences-Education
Editor-in-chief Siu Cheung KongPublisher website
Editorial board by country: none in mainland China; most named Hong Kong, China 2, South Korea 1 (3 members with a country) Editorial board ↗Publisher website ·
Main research topics OpenAlex counts of recent articles; shares are approximate
- Innovative Teaching and Learning MethodsPsychology18.7%
- Online Learning and AnalyticsComputer Science11.1%
- Online and Blended LearningSocial Sciences10.5%
- Educational Games and GamificationPsychology7.1%
- Intelligent Tutoring Systems and Adaptive LearningComputer Science6%
- Mobile Learning in EducationComputer Science5.6%
- Teaching and Learning ProgrammingComputer Science4.2%
- Impact of Technology on AdolescentsSocial Sciences2.9%
Rankings & indexing
CAS ranking and database indexing
CAS Journal Ranking
CAS Journal Ranking, upgraded edition (March 2025)Education Zone 3
| Level | Category | Zone |
|---|---|---|
| Major | Education | Zone 3 |
| Minor | Education & Educational Research | Zone 3 |
Top journal: noReview journal: no
CAS Xinrui Journal Ranking (March 2026)Education Zone 2
| Level | Category | Zone |
|---|---|---|
| Major | Education | Zone 2 |
| Minor | Education & Educational Research | Zone 3 |
Top journal: noReview journal: not marked
CAS Journal Ranking, previous upgraded edition (December 2023)Not covered
Not covered by this edition.
Database indexing
ESCIScopusDOAJLetPub
International journal early-warning lists: not listed in any editionLetPub
Indexing the journal's website claims
ERICPublisher website
Other: Google Scholar, EBSCO, ProQuest, OCLC, EBSCO Discovery Service, EBSCO Education Research Complete, EBSCO Education Source, EBSCO TOC Premier, OCLC WorldCat Discovery Service, ProQuest Advanced Technologies & Aerospace Database, ProQuest SciTech Premium Collection, ProQuest Technology Collection, ProQuest-ExLibris Primo, ProQuest-ExLibris Summon
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.
Metrics
Impact metrics and publication volume
Impact
- Impact factor (publisher) 2024
- 3Publisher website ·
- CiteScore 2026-06
- 8.6LetPub ·
- SJR 2026-06
- 1.03LetPub ·
- SNIP 2026-06
- 1.41LetPub ·
- h-index
- 53OpenAlex ·
- i10-index
- 217OpenAlex ·
- 2-year mean citedness
- 2.88OpenAlex ·
- Self-citation rate
- 3.4%LetPub ·
- Share of gold OA articles
- 90.99%LetPub ·
Volume
- Articles per year
- 40LetPub ·
- Downloads per year (publisher) 2024
- 130,794Publisher website ·
Articles by year OpenAlex count · 612 in total · the current year is incomplete
| Year | Articles | Open access | Citations |
|---|---|---|---|
| 2026 | 44 | 44 | 7 |
| 2025 | 40 | 40 | 47 |
| 2024 | 44 | 44 | 315 |
| 2023 | 39 | 39 | 452 |
| 2022 | 102 | 102 | 1,477 |
| 2021 | 29 | 29 | 864 |
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.
Review & acceptance
Review time and acceptance
- Average review time (community reports)
- about 13 weeksLetPub ·
- Desk decision
- 27 daysPublisher website ·
- Submission to first decision
- 27 daysPublisher website ·
- Submission to publication (journal-reported)
- about 13 weeksDOAJ ·
- Peer review
- Double anonymous peer reviewDOAJ
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.
Fees & open access
APC and open-access policy
Diamond open access (no APC)DOAJ
Every article is open access and authors pay no article processing charge.
| Source | APC | Fee waiver | License | Observed |
|---|---|---|---|---|
| DOAJ | No APC | No | CC BY | |
| LetPub | No APC | No | — | |
| Publisher website | No APC | — | — |
The journal's website is authoritative for fees; sources were observed at different times and each keeps its own value, without averaging.
Submission
Article types and submission policies (journal website)
What to prepare2 items from the author guidelines
- Manuscript length
- ≤ 10,000 words
- Reference style
- APA
Article types accepted2
- research articleResearch and Practice in Technology Enhanced Learningpublishes the following article types: Research article ReviewLength not stated
- reviewResearch and Practice in Technology Enhanced Learningpublishes the following article types: Research article ReviewLength not stated
Policy excerpts from the journal's websiteAI use, License & copyright, Peer review
- AI use Automatic generation of introductory programming exercises with large language models
Nguyen Binh Duong Ta, Hua Gia Phuc Nguyen, Swapna Gottipati 025 PDF
Source ↗Publisher website ·- License & copyright Copyright Notice
Copyright on any open access article in Research and Practice in Technology Enhanced Learning (RPTEL) is retained by the author(s). Authors grant the Asia-Pacific Society for Computers in Education (APSCE) to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its origin…
Source ↗Publisher website ·- Peer review Exploring the role of peer review in computational thinking development among pre-service teachers
Xin Pei Voon, Su Luan Wong, Lung Hsiang Wong, Mas Nida Md. Khambari, Sharifah Intan Sharina Syed-Abdullah 031 PDF
Source ↗Publisher website ·
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.
Profile
Publication details and official links
- Publisher
- Springer Nature
- Country or region
- Singapore
- Language
- English
- ISSN
- 1793-7078
- Society / sponsor
- Asia-Pacific Society for Computers in Education
- Latest issue on the website
- Volume 21 (2026)
- Official links
- Journal homepage ↗DOAJ
- Author guidelines ↗LetPub
- Aims & Scope ↗LetPub
- Special issues ↗Publisher website
- APC information ↗DOAJ
- Open access statement ↗DOAJ
- License & copyright ↗DOAJ
- Peer review process ↗LetPub
- Editorial board ↗LetPub
- Plagiarism policy ↗DOAJ
FAQ
Frequently asked questions about Research and Practice in Technology Enhanced Learning
What CAS zone is Research and Practice in Technology Enhanced Learning in?
In the 2025 upgraded edition of the CAS Journal Ranking, Research and Practice in Technology Enhanced Learning is in Zone 3 of Education, and in Zone 3 of the minor category Education & Educational Research. In the 2026 Xinrui edition it is in Zone 2 of Education. Zones from different editions, and from major and minor categories, are not interchangeable.
What is the impact factor of Research and Practice in Technology Enhanced Learning?
The journal's website gives an impact factor of 3 (2024); this is the journal's own figure, as LetPub lists none for it; CiteScore 8.6, h-index 53.
How long does peer review take at Research and Practice in Technology Enhanced Learning?
Authors report an average review time of about 13 weeks. Article statistics cover accepted papers only, publisher figures follow the journal's own definitions, and community reports come from authors' own submissions; none is a promise from the journal.
What are the manuscript requirements of Research and Practice in Technology Enhanced Learning?
According to the journal's author guidelines: Manuscript length: ≤ 10,000 words; Reference style: APA. A model extracted these from the author guidelines and each was checked against the text; check the latest version on the journal's website before submitting.
Where are the editorial board members of Research and Practice in Technology Enhanced Learning based?
Of the 3 board members whose country the journal's board page names, none are in mainland China; the countries named most often are Hong Kong, China (2) and South Korea (1). Counted from the institutions listed on the board page; for reference only.
Which databases index Research and Practice in Technology Enhanced Learning?
According to LetPub and DOAJ records, Research and Practice in Technology Enhanced Learning is indexed in ESCI, Scopus and DOAJ. The journal's website also lists ERIC; that list has not been checked against each database.
Is Research and Practice in Technology Enhanced Learning open access, and what is the APC?
Research and Practice in Technology Enhanced Learning is a diamond open-access journal (no APC). It charges no article processing charge.
Sources and updates
The facts on this page come from LetPub, OpenAlex, Publisher website, DOAJ; every figure is tagged with its source and the date it was observed, and conflicting values are kept per source. LetPub source page: view ↗ (archived 2026-08-25). Last updated: .