Review of Science, Mathematics and ICT Education

About Review of Science, Mathematics and ICT Education

Review of Science, Mathematics and ICT Education — Journal Profile

Review of Science, Mathematics and ICT Education, often shortened to ReSMICTE, is an international, open-access, peer-reviewed journal from Greece devoted to how science, mathematics and information and communication technologies are taught and learned. It is published by the Laboratory of Didactics of Sciences, Mathematics and ICT, part of the Department of Educational Sciences and Early Childhood Education at the University of Patras, and its journal platform is hosted through Pasithee, the Library and Information Center of the University of Patras. The journal carries print ISSN 1791-261X and electronic ISSN 1792-3999, the two identifiers recorded on this JournalsWorld profile, on the journal's own site, in its Directory of Open Access Journals listing and in SCImago. Articles appear in English or French, according to the author's language preference — a bilingual policy that reflects both the journal's Greek home and the strong Francophone tradition in didactics research. For a prospective author, the defining fact is in the title: this is a journal about the didactics of three connected fields, not a journal of pure science, pure mathematics or computer science, and manuscripts are judged as contributions to teaching and learning.

Identity and History

The journal's own history page records that the Review of Science, Mathematics and ICT Education was founded in 2007 by members of the Laboratory of Didactics of Sciences, Mathematics and ICT at the University of Patras. Since then it has published two issues every year, some of them special issues, and its history page notes that it is governed by an international committee of distinguished scientists and collaborates with reviewers from around the world. That continuity matters. A laboratory journal founded in 2007 and still appearing on schedule — its site showed Volume 20, Number 1, for 2026 at the time of checking — has survived the period in which many small university journals folded or became dormant, and it has done so without charging authors, a point returned to below.

The founding laboratory's name explains the journal's intellectual shape. Didactics, in the European research tradition in which this journal works, is the study of how specific subject matter is transformed into teaching: what makes a physics concept hard for a twelve-year-old, how a mathematical idea should be sequenced, what a digital simulation does to a learner's mental model. The journal was created as a collective initiative of that laboratory, in its own words, to present different didactical and pedagogical approaches and to offer a wide range of papers on academic and interdisciplinary research and practice. Its contents therefore mix theoretical work in the tradition of the anthropological theory of didactics, classroom studies, teacher-education research and studies of digital tools in schools.

Publisher and Setting

The publisher of record in the Directory of Open Access Journals is the Laboratory of Didactics of Sciences, Mathematics and ICT, with the Library and Information Center of the University of Patras named as the supporting institution. SCImago names the publisher as the Department of Educational Sciences and Early Childhood Education, University of Patras — the department inside which the laboratory sits, so the two records describe the same university home at different levels of the institution rather than two different publishers. The earlier thin JournalsWorld record rendered the publisher as a numeric code, which was not a publisher name at all; the verified publisher is the Patras laboratory and department described here, and that point is flagged for the corrections pass.

Patras is a fitting base. The University of Patras is one of Greece's large research universities, and its Department of Educational Sciences and Early Childhood Education trains primary and pre-school teachers — exactly the readership for much of the journal's content on early science learning, young children's mathematical thinking and classroom technology. At the same time the journal is explicitly international: its 2026 issue, for example, carried authors writing on computational thinking in mathematics classrooms, on error analysis in logarithm problems, on a digital comic about energy, and on artificial intelligence in higher education, alongside a French-language study of how secondary pupils conceptualise the dilation of time. That spread — Greek, European and wider international authorship, in two languages — is characteristic of the journal at its best.

Scope and Subject Coverage

The Directory of Open Access Journals classifies the journal under Education, with keywords covering education, science education, educational sciences and early childhood education, and lists its languages as English and French. Within that frame, the journal's scope, as stated on its own site, is papers on the didactics and pedagogy of science, mathematics and ICT. In practice that covers several recognisable strands. One strand is science didactics: pupils' conceptions and misconceptions, model-based teaching, laboratory and outdoor learning, museum and informal science education, and the teaching of topics such as energy, thermodynamics and the nature of science. A second strand is mathematics didactics: problem solving, mathematical modelling, assessment of computational thinking, error patterns in school algebra and calculus, and the preparation of mathematics teachers. A third strand is ICT in education: digital environments, simulations, immersive learning, online and blended teaching, and, increasingly, artificial intelligence in classrooms and universities.

A fourth, connecting strand is teacher education itself — the beliefs, attitudes and classroom practices of pre-service and in-service teachers, especially in early childhood and primary settings, where a single teacher handles science, mathematics and technology together. Interdisciplinary work that crosses the three fields, for example a STEM teaching sequence that joins mathematics with programming and a science topic, sits naturally in the journal, because its three title fields are treated as one didactic territory rather than three separate silos. Pure disciplinary research with no teaching or learning dimension, by contrast, is outside the journal's purpose, however strong it may be: a new theorem, a new compound or a new algorithm belongs elsewhere unless the paper studies how it is taught, learned or represented in an educational setting.

What the Journal Publishes

The journal publishes research papers and practice-oriented papers presenting academic and interdisciplinary research, together with special issues devoted to a theme. Its issues show full-length articles rather than short notes: papers in recent issues run to twenty, thirty or more pages, developing a theoretical frame, a study design and an analysis in depth. The journal's announcements also show an editorial line being drawn in public. In 2023 the editors announced that the journal is not interested in descriptive approaches related to the effects of Covid on education, and a further announcement warned that, after an incomprehensible bulk submission of dozens of articles meeting none of the journal's acceptance criteria, a submission that receives no response within a week should be considered ineligible to proceed to review. Both notices are useful signals for authors: the editors want a clear didactic question and a genuine analytic contribution, and they screen firmly against mass-produced or purely descriptive manuscripts.

Work that fits well includes an empirical classroom study with a transparent design and data that bear on a didactic claim; a theoretical or historical paper that clarifies a concept used in science or mathematics education; a design study reporting the building and testing of a digital learning environment; and a teacher-education study following trainees into classroom practice. Work that fits badly includes a generic survey of attitudes with no connection to subject-matter didactics, a technology description with no learners in it, and a literature summary that adds no new reading of the field. The journal's own keywords and its laboratory origin both point the same way: subject matter first, pedagogy grounded in that subject matter, and evidence about real teaching or learning.

Peer Review and Editorial Process

The journal states plainly that all manuscripts are subject to double-blind peer review by two referees, and the Directory of Open Access Journals records its review process as editorial review together with double anonymous peer review, with plagiarism detection in place. The journal is governed by an international committee and collaborates with reviewers from around the world, which matters for a bilingual journal: a French-language manuscript on physics didactics and an English-language manuscript on primary mathematics both need referees who work in that language and that tradition. The Directory of Open Access Journals records a publication time of about eight weeks, although authors should treat that as the directory's recorded figure at the time of checking rather than a promise, since a two-issue-a-year schedule means an accepted paper also waits for its issue.

Submission, as the journal's own homepage directs, is by sending the manuscript as a Word file attachment to the editor by email — the address given on the journal site is ravanis@upatras.gr — rather than through a large commercial submission portal, although the journal runs on Open Journal Systems, the open-source system developed by the Public Knowledge Project, for its published archive. Authors used to a fully automated workflow should therefore keep their own careful copies of every version sent and received, note dates of correspondence, and make sure the manuscript file itself carries no identifying information in its text or file properties, so that double-blind review is not compromised by an author name left in a header.

Open Access, Licensing and Charges

This is an open-access journal, and its terms are unusually author-friendly. The Directory of Open Access Journals records that the journal has no article processing charge and no other charges, that authors retain copyright, and that articles are published under a Creative Commons Attribution licence, CC BY, whose terms allow sharing and reuse with attribution. Its open-access history in the directory runs from 2007, the year of foundation. For researchers whose funders require open access with a permissive licence, and for doctoral students and school-based researchers with no grant budget for publication fees, that combination — a university-published, peer-reviewed, indexed journal with no author charge — is the journal's strongest practical attraction, and it helps explain the steady flow of submissions the editors describe screening.

Because there is no charge and no commercial publisher, the journal's economy is the university's: the laboratory, the department and the university library carry the work. That model supports independence — the journal answers to its scholarly community rather than to sales targets — and it also means authors should not expect the production apparatus of a large commercial house. Correspondence is direct, the platform is a standard Open Journal Systems installation, and the timetable follows the two issues a year, in June and December, that the journal states as its pattern.

Metrics and Indexing

SCImago, whose data underpin several of the figures in the earlier thin record, lists the journal with coverage from 2019 to 2025, an H-index of 6, and a best quartile of Q3, with its subject placing spanning education and related categories. Those are Scopus-based figures and should be read as such: a small, bilingual, specialist didactics journal will always post modest citation numbers beside large English-language science titles, because its community is smaller, its papers are often read by teachers and teacher educators who do not themselves publish citing research, and part of its output is in French. An H-index of 6 in that setting records a real, if small, citing core — at least six papers cited at least six times each — not a failure to be read.

The Directory of Open Access Journals listing, verified directly from the DOAJ search API for both ISSNs at the time of checking, is a second, independent form of recognition, since DOAJ listing requires a journal to document its peer review, licensing, charges and editorial information. OpenAlex also carries a source record for the print ISSN, under the identifier resolved through its ISSN endpoint at the time of checking, although that record's work counts were incomplete at checking and are therefore not quoted here — a reminder to verify any single database's figures against a second source before repeating them. No Journal Impact Factor from Journal Citation Reports is claimed in this profile, because none could be verified from the sources fetched for it; authors who need a Web of Science indexed outlet for a specific institutional rule should check the current master lists themselves rather than rely on any directory summary.

Reading the Journal's Recent Content

The fastest way to judge fit is to read a recent issue, and the journal makes that easy because its content is openly readable. The first issue of 2026, shown on its site at the time of checking, opens with a study of narrative, visual and didactic choices in a digital comic project about energy, moves through teachers' practice in assessing computational thinking in mathematics classrooms and an error analysis of logarithm problems, continues with a metacognitive and collaborative instructional sequence in STEM education and a French-language conceptual study of time dilation at secondary school, and closes with a systematic review of artificial intelligence in higher education across academic disciplines. Six papers, three title fields, two languages, and every one of them about teaching or learning a specific subject — that is the journal in miniature.

Earlier content follows the same pattern: studies of pre-school teachers' attitudes and beliefs about teaching science, of immersive learning environments for pre-service teachers of early childhood education, of model-based constructivist teaching of thermodynamics, and of the educational role of natural history museums. An author with a manuscript in hand can place it against that company honestly. If the paper would sit comfortably on such a contents page — same kind of question, same attention to subject matter, same educational setting — the fit is probably real. If it would be the only paper in the issue with no classroom, no learners and no didactic argument, it almost certainly belongs in a different journal.

How to Submit and What Helps a Submission

Prepare the manuscript as the journal directs: a Word file, sent to the editor at the address given on the journal site, in English or French. State the didactic problem early — what learners or teachers find hard, what the study does about it, and what the reader will know afterwards that was not known before. Name the theoretical frame you are working in and use it in the analysis, rather than decorating the introduction with it. Report context fully: country, school level, ages, curriculum position and language of instruction, because didactic findings travel between systems only when readers can see where they were produced. For classroom data, describe instruments, samples and analytic steps in enough detail for another researcher to repeat the study, and handle consent and anonymisation for minors with particular care, since much of the journal's field involves children.

Language deserves attention. The journal's two languages are a strength, but a manuscript must be fully at home in the one it is written in; if you write in your second language, have the text read by a fluent colleague before sending it, because referees for a small journal cannot be expected to separate a good study from the language problems of its report indefinitely. Follow the journal's own author guidance on its site for presentation details, keep references accurate and complete, and check that every work cited appears in the list and every entry in the list is cited. Finally, respect the editors' published signals: do not send a purely descriptive pandemic-effects study, do not send a manuscript that is also under consideration elsewhere, and do not send a paper whose connection to science, mathematics or ICT didactics has to be argued into existence in the covering message — the screening the editors describe is real, and a clearly out-of-scope paper wastes everyone's time, including yours.

Who Should Consider This Journal

The natural authors are researchers in science education, mathematics education and educational technology, teacher educators, and doctoral students in those fields, especially in Europe and the Francophone world, together with practitioner-researchers who study their own classrooms rigorously. The natural readers are the same community plus the teachers it studies. A paper aimed at that readership, priced at no author charge, openly readable by any teacher with an internet connection, and archived by a university library, has a route to influence on practice that a paywalled paper in a higher-ranked general journal may not have. Authors whose institutions reward only citation quartiles should weigh the journal's Q3 standing and small citation base honestly against that reach; authors whose goal is to be read by the didactics community the paper is actually about will find the balance easier to strike.

Frequently Asked Questions

What are the journal's ISSNs? Print ISSN 1791-261X and electronic ISSN 1792-3999, as shown on the journal site, in DOAJ and in SCImago.

Who publishes the journal? The Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece, with its platform hosted by the university's Library and Information Center.

When was it founded? In 2007, by members of that laboratory, according to the journal's own history page; it has published two issues a year since, in June and December.

Is it open access, and what does it charge? Yes, it is open access under a CC BY licence, authors retain copyright, and DOAJ records no article processing charge and no other charges.

What languages does it publish? English and French, at the author's preference.

How is peer review conducted? By double-blind review with two referees, following editorial screening, as the journal states on its site and as DOAJ records.

What are its citation metrics? SCImago lists coverage from 2019 to 2025, an H-index of 6 and a best quartile of Q3, at the time of checking. No Journal Impact Factor is claimed here, because none could be verified from the sources fetched.

How do I submit? By sending the manuscript as a Word file to the editor at the address published on the journal's site, after checking the current author guidance there.

Sources and Verification

This profile is based on sources fetched at the time of checking: the journal's own site at the University of Patras, including its homepage, journal history page and publishing-system information; the Directory of Open Access Journals record returned by the DOAJ search API for ISSNs 1791-261X and 1792-3999, which supplied the publisher, licensing, charges, languages, keywords, review process and publication-time details; the SCImago journal record for the same ISSNs, which supplied coverage, H-index and quartile; and the OpenAlex source record resolved through its ISSN endpoint, whose incomplete counts were noted and not quoted. Details that could not be verified from those sources, such as a Journal Impact Factor, are stated as not published or could not be verified rather than estimated.