Academic Journal
Q1Journal of Research on Technology in Education
About Journal of Research on Technology in Education
Journal of Research on Technology in Education is a scholarly journal published by Taylor and Francis Ltd.. SCImago 2025 lists it in Q1, with an SJR of 2.172 and H-index of 87.
Coverage: 2001-2026. Research categories: Computer Science Applications (Q1); Education (Q1).
Verified field sources
- Journal Impact Factor: 3.5 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Online and Blended Learning; Innovative Teaching and Learning Methods; Gender and Technology in Education; Education and Technology Integration; Child Development and Digital Technology; Teaching and Learning Programming.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
From readiness to perceived AI competence: a mixed-methods study of primary school teachers in China
Jie Xiao
2026-09-30 · DOI: 10.1080/15391523.2026.2740587Bridging pedagogy and computational thinking: a teacher-oriented framework grounded in primary classroom teachers’ experiences
Hatice Cücü, Funda Dağ
2026-09-25 · DOI: 10.1080/15391523.2026.2733047Integrating socio-emotional scaffolding into educational robotics: Effects on classroom climate in heterogeneous lower secondary schools
Rita Cersosimo
2026-09-25 · DOI: 10.1080/15391523.2026.2737300Pathways to teacher wellbeing: AI pedagogy self-efficacy, workload, and anxiety in a structural model
Tim Pressley, David T. Marshall, Katelyn R. Stalboerger, Nancy Carballo et al.
2026-09-17 · DOI: 10.1080/15391523.2026.2722963Linking immersion to learning outcomes: examining the Cognitive-Affective Model of Immersive Learning (CAMIL) in a literary and cultural EFL environment
Sangmin Michelle Lee, Tae Youn Ahn, Yohan Hwang
2026-09-02 · DOI: 10.1080/15391523.2026.2724349Transforming artificial intelligence from technical innovation to pedagogical practice in schools: Educational leadership perspective
Mohammad Noman, Jie Chen, Tong Lin
2026-08-29 · DOI: 10.1080/15391523.2026.2724352Unpacking interaction profiles and strategies in human-AI collaborative problem solving: a cognitive distribution and regulation perspective
Zhanxin Hao, Xiaobo Liu, Jiaxin Fan, Yun Long et al.
2026-08-29 · DOI: 10.1080/15391523.2026.2722962Developing high school teachers’ self-efficacy for artificial intelligence through an AI literacy professional development program
Valerie Riggs, Nathaniel Maukle
2026-08-13 · DOI: 10.1080/15391523.2026.2704775Beyond the tools: How different forms of cognitive engagement with technology relate to multidimensional student engagement
Junxin Zhao, Geert Vandermeersche, Jerich Faddar, Koen Lombaerts et al.
2026-08-10 · DOI: 10.1080/15391523.2026.2711658Unpacking the relationships among key factors in the effectiveness of inquiry-based learning: What changes does ChatGPT bring?
Pin-Hui Li, Kinshuk, Yueh-Min Huang, Ting-Ting Wu et al.
2026-08-03 · DOI: 10.1080/15391523.2026.2711652The predictive role of frequency of use on teachers’ generative AI ethical reflection: Scale development and validation
Lihui Sun, Yiqi Zheng
2026-08-01 · DOI: 10.1080/15391523.2026.2711656AI and student motivation: A scoping review
Jiajing Li, Ronnel B. King, Ching Sing Chai, Vivian WY Lee et al.
2026-07-29 · DOI: 10.1080/15391523.2026.2672515Preservice teachers’ prompting practices and decision-making: Exploring pathways from talking to reasoning with generative artificial intelligence
Yin Hong Cheah, Hsiao-Ping Hsu, Jingru Lu, Raghad Alsaka et al.
2026-07-23 · DOI: 10.1080/15391523.2026.2704778Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Kai Cui, Jinlong Li, Huimin He, Chenghao Wang et al.
2026-07-10 · DOI: 10.1080/15391523.2026.2700717AI as a cognitive partner in learning: Emerging epistemic practices of reflective thought
Christian Dalsgaard, Christopher Neil Prilop
2026-06-29 · DOI: 10.1080/15391523.2026.2695013The investigation of the relationships among artificial intelligence literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills of students in generative AI-powered programming education
Fatma Gizem Karaoglan Yilmaz, Yusuf Ziya Olpak, Ramazan Yilmaz
2026-06-16 · DOI: 10.1080/15391523.2026.2683793Children’s visual representations of artificial intelligence (AI): A drawing‑based study of Greek upper‑primary students
Georgios Chionas, Konstantinos Kotsidis
2026-06-10 · DOI: 10.1080/15391523.2026.2683788Designing games, developing competencies: elementary students’ engagement with ISTE standards through playful participatory game design using the GSFG framework
Amy Mueller, Lauren Abplanalps-Ozaydin, Erin Casey
2026-06-08 · DOI: 10.1080/15391523.2026.2683791The what, how, and why of school smartphone policies: Policy stringency, communication styles, and motivational pathways
Marlies Van de Casteele, Lowie Bradt, Bart Soenens, Koen Ponnet et al.
2026-06-05 · DOI: 10.1080/15391523.2026.2668367Reality check in virtual worlds: Teacher roles across immersive learning environments
Esti Schwartz, Rotem Abdu, Ina Blau
2026-06-05 · DOI: 10.1080/15391523.2026.2669826Reviews
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Version History
September 25, 2026 at 7:09 am
September 25, 2026