Edukatif: Jurnal Pendidikan accepts manuscripts that contribute to the advancement of education, teaching, and teacher training and align with the journal’s aims and scope. The journal welcomes scholarly works addressing educational theory and practice, Islamic education, curriculum development, teaching and learning, educational technology, educational management, assessment and evaluation, teacher professional development, and other relevant issues in education.

Manuscripts must be original, previously unpublished, and not under consideration for publication by another journal. Accepted manuscript types include field research articles, library-based research articles, book reviews, and systematic literature review articles.

1. Field Research Articles

Field research articles report empirical findings derived from engagement with students, teachers, lecturers, school leaders, educational institutions, communities, or other relevant educational settings. Studies may employ qualitative, quantitative, or mixed-methods approaches, using appropriate data collection techniques such as observation, interviews, questionnaires, tests, classroom assessments, and documentary analysis.

Manuscripts must clearly explain the research problem, objectives, and research questions, as well as the relationship between the study and previous scholarship. Authors must describe the research design, participants or data sources, sampling procedures where applicable, instruments, data collection processes, and analytical methods. Relevant ethical considerations, including informed consent and the protection of participants’ privacy, must also be addressed.

Findings must be presented systematically and discussed analytically in relation to educational theories, previous research, and their implications for educational practice or policy. Manuscripts should demonstrate a clear scholarly contribution to improving educational quality, teaching and learning, curriculum implementation, student development, or teacher professionalism. Study limitations must be acknowledged.

2. Library-Based Research Articles

Library-based research articles examine educational issues through the critical analysis and interpretation of written or documentary sources, including books, scholarly articles, educational policies, curricula, teaching materials, historical documents, classical and contemporary educational texts, and other relevant publications.

Studies may address educational theories, pedagogical concepts, the thoughts of educational scholars, Islamic education, the history and philosophy of education, curriculum development, learning models, educational policy, or comparative perspectives on educational practice.

Manuscripts must explain the rationale for selecting sources, the scope and boundaries of the inquiry, the analytical or interpretive approach adopted, and the procedures used to examine the materials. Authors should demonstrate how the sources were evaluated, compared, and synthesized to develop a coherent argument.

The discussion must offer critical analysis, original interpretation, or a meaningful synthesis that advances understanding of educational issues. A descriptive summary of books or previous studies without a clear analytical framework and scholarly argument is insufficient for a library-based research article.

3. Book Reviews

Book reviews provide a critical assessment of scholarly books relevant to education, teaching, teacher training, curriculum studies, educational psychology, educational management, learning technology, Islamic education, and other areas within the journal’s scope. Reviews may address recent publications or significant works that remain relevant to contemporary educational debates.

Manuscripts must provide complete bibliographic information, including the author or editor, title, publisher, publication year, page count, and ISBN where available. Reviews should summarize the book’s main arguments, objectives, structure, and scope, followed by a critical evaluation of its theoretical framework, methodology where applicable, use of sources, strengths, limitations, and contribution to educational scholarship or practice.

Reviewers should situate the book within relevant scholarly discussions and explain its significance for researchers, teachers, lecturers, educational practitioners, policymakers, or students. Reviews must go beyond summarizing or promoting the book. Any relationships or interests that could influence the assessment must be disclosed.

4. Systematic Literature Review Articles

Systematic literature review (SLR) articles synthesize previous research to address clearly defined questions concerning education, teaching, learning, curriculum, assessment, educational technology, teacher professional development, educational management, or other topics within the journal’s scope. Reviews must follow systematic and transparent procedures for searching, selecting, appraising, and analyzing relevant literature.

Manuscripts must specify the databases or other information sources searched, search strategies and keywords, search dates, publication period covered, inclusion and exclusion criteria, and procedures for screening and selecting studies. Authors must also explain data extraction procedures, the quality appraisal approach where appropriate, and the methods used to synthesize the evidence.

The selection process must be documented clearly, including the number of records identified, screened, assessed for eligibility, and included in the final review, together with the reasons for exclusion following full-text assessment where applicable. Authors are encouraged to use established reporting guidance, such as PRISMA, when appropriate to the review design.

The synthesis must identify patterns, similarities and differences in findings, methodological strengths and limitations, gaps in the existing evidence, and implications for educational theory, research, policy, or practice. Bibliometric analysis may complement a systematic review but does not replace substantive critical synthesis of the included studies.

Presentation and Assessment Requirements

Manuscript structure must reflect the characteristics of the submission type and comply with the journal’s author guidelines. Field research articles must provide an adequate account of their research methods, findings, and discussion. Library-based research articles must explain their source selection and analytical procedures. Systematic literature review articles must document their search, screening, appraisal, and synthesis methods. Book reviews must follow a structure that supports critical and balanced evaluation of the work under review.

All submissions undergo editorial screening and review in accordance with the journal’s editorial and publication policies. The editorial assessment considers the manuscript’s relevance to the journal’s aims and scope, originality, significance, methodological or analytical rigor, quality of evidence, strength of discussion, clarity of presentation, ethical compliance, and contribution to the advancement of education and teacher training.

Manuscripts that do not meet the journal’s scope, submission requirements, or standards of scholarly quality may be declined during the initial editorial screening. Manuscripts that pass this stage may proceed to peer review in accordance with the journal’s established procedures. A decision to publish is based on the overall quality and scholarly contribution of the manuscript.