期刊档案 · Social Sciences-Education
Learning: Research and Practice
ISSN 2373-5082 · eISSN 2373-5090 · Taylor & Francis
Learning: Research and Practice 订阅期刊，收取 APC，金额未公布，近 24 个月 49 篇文章投稿到接收中位 238 天，官网公布录用率 15%，2025 年发文 38 篇，Scopus 收录。
研究范围
研究范围与定位
Learning: Research and Practice 由 Taylor & Francis 出版。按 OpenAlex 近年发文统计，该刊主要发表 Innovative Teaching and Learning Methods、Educational Research and Methods、Reading and Literacy Development 等主题的论文，这 3 个主题约占 27.5%，主导子领域为 Education。（根据 OpenAlex 主题统计与中科院分区数据生成）
Learning: Research and Practice is an international journal of education that recognizes the complexities of interactions between different approaches to understanding the phenomena of learning. We aim to highlight novel perspectives on how learning occurs, the relationships between knowledge, learners, their peers, educators, and tools, and how these processes can be supported or even enhanced, as well as its normative prescription. We are open to inquiries about learning in its various sites, in contexts in and out of schools and other institutions, and across the entire life span when it happens. In particular, practices of learning with in-depth case reports are encouraged. Additionally, work that foregrounds the relationship between learning and technology is a priority for this journal. Because technologies are not neutral or politically agnostic artefacts, research that recognises the contexts in which technologies are designed and deployed, as well as the theoretical mechanisms for how learning is improved (or possibly harmed) with technology, will be a feature of this journal. Diverse levels of analysis have been proposed, ranging from the micro-genetic to the ecological. While significant gains have been reported, the challenge remains in developing an integrative comprehension. What role, for instance, might a social collaborative approach to learning play in emotions or cognition? How do artefacts influence embodied interactions and create cultures of learning? What may be sociocultural, political, and contextual influences on the design of learning artefacts, systems, and environments; and what may be its outcomes? While not meant to be exhaustive, these are some suggestive lines of inquiry that we want to curate. While theories of learning provide hard won knowledge of good general utility, it is nonetheless important to guard against a mechanistic, reductionist perspective that simply assumes all human interaction must proceed apace. The practice of learning presents challenges in the form of complexity that prevents us adopting such hubris. We therefore also welcome case reports that present the metaphorical black swan and invite the community to puzzle along in explanation. Contributions that are supported by a variety of theoretical orientations, drawing from, but not limited to, anthropology, cognitive psychology, cognitive sciences, computational sciences, curriculum and instruction, educational neuroscience, educational psychology, edu
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 1 位（约 17%）；主要国家 新加坡 4、中国 1、英国 1（共 6 位编委标注了国家） 编委会 ↗出版商官网 ·
主要研究主题 OpenAlex 近年发文统计，占比为近似值
- Innovative Teaching and Learning MethodsPsychology14.7%
- Educational Research and MethodsSocial Sciences6.7%
- Reading and Literacy DevelopmentPsychology6.1%
- Teacher Education and Leadership StudiesSocial Sciences5.8%
- Early Childhood Education and DevelopmentSocial Sciences5.8%
- Science Education and PedagogySocial Sciences5.2%
- Evaluation of Teaching PracticesSocial Sciences5.2%
- Literacy and Educational PracticesSocial Sciences4.6%
分区与收录
学科分区与数据库收录
中科院期刊分区表
期刊分区表（ 2025年3月升级版）未收录
该期刊未被此版本分区表收录。
《新锐期刊分区表》（ 2026年3月发布）未收录
该期刊未被此版本分区表收录。
期刊分区表（ 2023年12月旧的升级版）未收录
该期刊未被此版本分区表收录。
CiteScore 分区（Scopus，2026 年 6 月版）
| 学科 | 分区 | 排名 | 百分位 |
|---|---|---|---|
| Education | Q1 | 83/1698 | 95% |
Scopus 按 CiteScore 在每个学科内为期刊排名，百分位 75 及以上为 Q1，每 25 为一档；与中科院分区是不同体系。LetPub
期刊官网公布的 JCR / CiteScore 分区
- CiteScore Q1 · 2025 年度
出版商自述数据，JCR 以 Clarivate、CiteScore 以 Scopus 公布为准；与中科院分区是不同体系。出版商官网
数据库收录
ScopusLetPub
国际期刊预警名单：各版本均未列入LetPub
期刊官网自述收录
ERIC出版商官网
其他：Crossref、Educational Research Abstracts Online (ERA)、Educational Resources Information Center (ERIC)、ACER
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。
指标
影响力指标与发文规模
影响力指标
- CiteScore 2026-06
- 9.6LetPub ·
- CiteScore（出版商公布） 2025
- 9.6出版商官网 ·
- SJR 2026-06
- 1.76LetPub ·
- SJR（出版商公布） 2025
- 1.76出版商官网 ·
- SNIP 2026-06
- 1.82LetPub ·
- SNIP（出版商公布） 2025
- 1.82出版商官网 ·
- h-index
- 27OpenAlex ·
- i10-index
- 75OpenAlex ·
- 两年平均被引
- 1.16OpenAlex ·
- Gold OA 文章占比
- 0%LetPub ·
发文规模
- 年下载量（出版商公布）
- 62,000出版商官网 ·
逐年发文量 OpenAlex 统计 · 累计 995 篇 · 当年数据不完整
| 年份 | 发文量 | 其中 OA | 被引 |
|---|---|---|---|
| 2026 | 28 | 5 | 401 |
| 2025 | 38 | 5 | 569 |
| 2024 | 19 | 5 | 458 |
| 2023 | 19 | 7 | 326 |
| 2022 | 17 | 4 | 252 |
| 2021 | 8 | 2 | 268 |
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。
审稿与录用
审稿周期与录用情况
文章统计的审稿周期 Crossref 登记的稿件日期 · 至
238 天投稿到接收中位数 · P25–P75 158 天 – 340 天
- 接收到上线
- 中位数 23 天（54 篇）
- 投稿到上线
- 中位数 277 天
- 样本
- 54 篇有投稿与接收日期的文章（窗口内共 58 篇），最近一篇接收于
只统计最终被录用并发表的文章，不含被拒稿件的处理时间，因此通常长于出版商公布的"首次决定时间"。
其他来源
- 录用率（出版商公布）
- 15%出版商官网 ·
- 投稿到首次决定
- 42 天出版商官网 ·
- 外审后首次决定
- 73 天出版商官网 ·
- 接收到发表
- 21 天出版商官网 ·
- 评审方式
- 双盲同行评审出版商官网
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。
费用与开放获取
版面费与开放获取政策
订阅期刊LetPub
订阅期刊，文章需订阅或购买阅读，通常不收取版面费。
| 来源 | 文章处理费 | 费用减免 | 许可证 | 观测时间 |
|---|---|---|---|---|
| 出版商官网 | 有，金额未公布 | — | — |
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。
投稿要求
文章类型与投稿政策（官网）
接收的文章类型8 种，含篇幅限制
- article commentaryArticle Commentary (1,000 words): article commentaries, responses to commentaries, and/or discussions of general relevance.正文 ≤ 1,000 词
- book reviewnd/or discussions of general relevance. Book Reviews (1,000 words): reviews to provide recommendations to the scholarly commu正文 ≤ 1,000 词
- book reviewsBook Reviews (1,000 words): reviews to provide recommendations to the scholarly community.正文 ≤ 1,000 词
- brief reporting, or extended theoretical arguments. Brief Reports (3,000 words): reports of innovative current work at earlier stages of i正文 ≤ 3,000 词
- brief reportsBrief Reports (3,000 words): reports of innovative current work at earlier stages of idea conceptualisation and/or empirical exploration that is of high value t…正文 ≤ 3,000 词
- commentaryresearchers and practitioners. Article Commentary (1,000 words): article commentaries, responses to commentaries, and/or d正文 ≤ 1,000 词
- research articlesubmissions for the following sections: Research Articles (6,000 words): articles of empirically supported studies on learning, or正文 ≤ 6,000 词
- research articlesResearch Articles (6,000 words): articles of empirically supported studies on learning, or extended theoretical arguments.正文 ≤ 6,000 词
官网政策摘录开放获取、同行评审
- 开放获取 Open access
Learning: Research and Practice is a hybrid open access journal that is part of the Taylor & Francis Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research. Why choose open access? Increase the discoverabi…
原文 ↗出版商官网 ·- 同行评审 Peer Review Integrity
All submitted manuscripts are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous expert referees. All peer review is double anonymized and submission is online via ScholarOne Manuscripts. 模型摘要
All submitted manuscripts are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous expert referees. All peer review is double anonymized and submission is online via ScholarOne Manuscripts.
原文 ↗出版商官网 ·
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。
基本信息
出版信息与官方入口
- 出版商
- Taylor & Francis
- ISSN
- 2373-5082
- 电子版 ISSN
- 2373-5090
- 官网最新一期
- Volume 12, Issue 2（2026 年）
- 官方链接
- 期刊主页 ↗LetPub
- 投稿系统 ↗出版商官网
- 专刊 / 特刊征稿 ↗出版商官网
常见问题
关于 Learning: Research and Practice 的常见问题
Learning: Research and Practice 的审稿周期多长？
按 2024年11月至2026年11月（近 24 个月）49 篇已发表文章登记的日期，投稿到接收的中位数为 238 天（四分位 159–335 天）；期刊官网公布的录用率为 15%。文章统计只含被录用的稿件，出版商数据口径以官网为准，社区反馈来自投稿者样本，均不代表期刊承诺。
Learning: Research and Practice 的编委会里有中国学者吗？
期刊官网编委会页面上标注了国家的 6 位编委中，中国大陆 1 位（约 17%）；人数最多的国家是 新加坡（4 位）、中国（1 位）、英国（1 位）。统计按编委会页面列出的机构国家计，仅供参考。
Learning: Research and Practice 被哪些数据库收录？
据 LetPub 与 DOAJ 记录，Learning: Research and Practice 被 Scopus 收录。期刊官网自述还被 ERIC 收录，该清单未与各数据库逐一核对。
Learning: Research and Practice 是开放获取期刊吗？版面费多少？
Learning: Research and Practice 为订阅期刊。收取 APC，金额未公布。
来源与更新
本页事实来自 LetPub、出版商官网、OpenAlex；每个数字旁标注来源与观测日期，冲突数据保留各来源原值。LetPub 原始详情页：查看 ↗（2026-08-26 归档）。最近更新：。