IAFOR Journal of Education

IAFOR Journal of Education 由 The International Academic Forum (IAFOR) 出版，属中科院教育学大类。按 OpenAlex 近年发文统计，该刊主要发表 Second Language Learning and Teaching、EFL/ESL Teaching and Learning、Online and Blended Learning 等主题的论文，这 3 个主题约占 34.4%，主导子领域为 Education。（根据 OpenAlex 主题统计与中科院分区数据生成）

The IAFOR Journal of Education: Language Learning in Education issue encourages interdisciplinary research, with the primary focus being on addressing critical issues and current trends and research in the education of language learners and the field of language learning. This would include exploring significant themes, exceptional programs and promising practice in the fields of second language acquisition, linguistics, content area literacy, multicultural education, and strategic instruction as they relate to the appropriate education of those engaged in language learning. The anticipated audience will be preservice and inservice teachers and administrators, university faculty and students, linguists, and others interested in language learning research. All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference. Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals. The journal covers a variety of topics, including: Acculturative stress Adult language learners Assessment concerns Characteristics of the most effective professional development for both preservice and inservice teachers and administrators Cross-cultural aspects of language learning Cross-cultural communication Culturally relevant and culturally responsive teaching Curriculum and/or programme development for language learning Differentiated instruction for those engaged in language learning Educational linguistics How to minimise the possibility of language loss ICT and CALL in language learning Innovation in educating diverse populations Intercultural communication Language learning among young learners Language learning and assessment Language teacher education Psychological issues in language learning Reflective language teaching and learning Social issues in language learning Strategies for supporting the native language Successful bilingual, ESL, and other language learning programs The affective and academic impact of refugee resettlement and political asylum The identification of a suitable implementation and assessment of culturally relevant teaching and leadership The impact of the loss of cultural identity on SLA The role of the heritage language and culture in second language acquisition The use of multicultural and multicultural bilingual books University/school partnerships functioning successfully in diverse settings Using music and art to enhance academic achievement All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference. Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals. Note: The original IAFOR Journal of Language Learning is now retired and instead publishes under the umbrella of IAFOR Journal of Education, becoming its annual issue Language Learning in Education. See past issues of the IAFOR Journal of Language Learning. JoE – Technology in Education The IAFOR Journal of Education: Technology in Education seeks high-quality, original submissions encouraging exploration of the impact of technology in diverse educational settings both formal and informal. The journal’s simple aim is to improve education and its scope is broad. While the journal welcomes both research-focused as well as practitioner-based manuscripts, all submissions should include sound theoretical and/or conceptual foundations. Submissions could include but are not limited to: artificial intelligence (AI) e-learning online learning multimedia-based learning ICT in education learning technologies. virtual learning, and blended learning across all sectors of education such as pre-K-12, higher education, corporate, military, and informal. All papers are reviewed equally according to stand

摘自期刊官网 Aims & Scope

研究方向（LetPub）：Social Sciences-Education

编委会国家分布：中国大陆 4 位（约 2%）；主要国家 美国 30、菲律宾 23、马来西亚 15、英国 11、日本 9（共 207 位编委标注了国家） 编委会 ↗出版商官网 · 2026-09-29

中科院期刊分区表

数据库收录

ESCIScopusDOAJLetPub

国际期刊预警名单：各版本均未列入LetPub

期刊官网自述收录

Web of ScienceERIC出版商官网

其他：Google Scholar、EBSCO、Dimensions、Scilit、Crossref、SCIMAGO、EBSCO Discovery Service、MIAR、TROVE、ROAD、SHERPA/RoMEO、WorldCat、Mir@bel、LENS.ORG、ScienceGate、scite__、Ulrich's™

期刊官网列出的收录清单，未与各数据库逐一核对；Web of Science 各子库以上方记录为准。

不同版本、大类与小类分别展示，不将不同评价口径合并为一个分区值；投稿与考核前请确认所在机构采用的版本。

影响力指标

CiteScore 2026-06

2.4LetPub · 2026-09-13

SJR 2026-06

0.43LetPub · 2026-09-13

SNIP 2026-06

0.59LetPub · 2026-09-13

h-index

30OpenAlex · 2026-10-01

i10-index

110OpenAlex · 2026-10-01

两年平均被引

2.05OpenAlex · 2026-10-01

自引率

0%LetPub · 2026-09-13

Gold OA 文章占比

10.31%LetPub · 2026-09-13

发文规模

年文章数

43LetPub · 2026-09-13

不同来源的统计口径与观测时间不同，页面保留各来源原值；“出版商公布”为期刊官网自述数据。

平均审稿速度（社区反馈）

4 WeeksLetPub · 2026-09-13

投稿到发表（期刊自报）

约 4 周DOAJ · 2026-10-11

评审方式

双盲同行评审DOAJ

社区反馈来自投稿者样本，置信度 0.5，不代表期刊承诺；“出版商公布”的时间节点定义以官网为准。

• APC 费用说明 ↗DOAJ
• 开放获取声明 ↗DOAJ
• 许可与版权 ↗DOAJ

费用以期刊官网为准；不同来源的观测时间可能不同，页面保留各来源原值，不做平均。

摘录来自期刊官网页面，仅保留原文片段；“模型摘要”由 Workers AI 生成并经原文校验，以官网为准。

出版商

The International Academic Forum (IAFOR)

出版国家或地区

Japan

出版语言

English

ISSN

2187-0594

电子版 ISSN

2945-4107

官网最新一期

Volume 14, Issue 2（2026 年 8 月）

官方链接

• 期刊主页 ↗LetPub
• 作者指南 ↗LetPub
• Aims & Scope ↗LetPub
• APC 费用说明 ↗DOAJ
• 开放获取声明 ↗DOAJ
• 许可与版权 ↗DOAJ
• 评审流程 ↗DOAJ
• 编委会 ↗DOAJ
• 查重政策 ↗DOAJ