About the Journal

Journal Description

The Asian Education and Learning Review (AELR) (e-ISSN: 2985-2862) is a premier open-access, peer-reviewed international journal dedicated to advancing high-impact scholarly research within the vital fields of education, learning sciences, and pedagogical innovation. Co-published by the Association of Legal & Political Studies (Thailand) and White Tiger Legal, Business and Research Consultants Co., Ltd., in esteemed academic collaboration with the Faculty of Education, Silpakorn University (Thailand), AELR serves as a dynamic platform for global researchers, educators, school administrators, and educational policymakers.
Operating under a transparent open peer-review process, the AELR Editorial Board functions as a unified, interdisciplinary team, ensuring the highest standards of academic rigor, integrity, and ethical publication across all sub-disciplines of education. AELR is fundamentally committed to fostering cross-disciplinary dialogue and disseminating cutting-edge knowledge that addresses the complex educational challenges, learning disparities, and transformative pedagogical opportunities within the modern Asian landscape.

 

Aims

The primary aim of AELR is to serve as a leading intellectual forum that deeply explores the multifaceted mechanisms of teaching, learning, and educational administration. As an interdisciplinary journal, we actively encourage the integration of psychological, sociological, and technological insights into educational discourse.
Our core objective is twofold:

1. Focus on the Asian Context: To cultivate a robust body of knowledge that explores, analyzes, and proposes solutions specifically relevant to the educational realities of the Asian continent and its constituent nations. We aim to highlight Asian pedagogical perspectives, evaluate the implementation of national education policies, facilitate comparative educational studies between Asia and other global regions, and disseminate practical knowledge that directly drives school improvement and human capital development.
2. Focus on Education and Learning Dynamics: To drive critical discourse surrounding instructional innovations, cognitive development, and educational leadership. We are dedicated to examining these phenomena across all dimensions (administrative, pedagogical, psychological, and technological) and at all levels of lifelong learning—ranging from early childhood and basic education to higher education, vocational training, and non-formal community learning.

 

Scopes

The scope of AELR is broadly interdisciplinary within the educational sciences, welcoming original research articles, comprehensive reviews, and theoretical papers that address the nexus of Asian education, learning processes, and societal development. We publish scholarship that investigates the multifaceted realities of modern education, welcoming submissions that integrate pedagogical analysis with broader social science methodologies.
While AELR highly values insightful qualitative research—such as phenomenological studies in the classroom, action research, and educational ethnography—the journal maintains a strong emphasis on quantitative methodologies and robust empirical evidence. We actively encourage researchers to adopt statistical models, quantitative metrics in educational psychology, or mixed-methods approaches. For studies exploring predominantly qualitative phenomena, authors are strongly encouraged to operationalize their findings into clear, measurable quantitative variables (e.g., developing standardized assessment rubrics, Likert-scale surveys derived from interviews, or measurable performance indicators) to ensure rigorous, highly objective, and actionable conclusions.
Based on our interdisciplinary approach and a comprehensive empirical analysis of the journal’s publication trajectory over the past three years (2023-2025), AELR particularly welcomes submissions in the following four highly published sub-fields, ranked in order of historical publication volume:

1. Educational Administration, Leadership, and Policy: Research focusing on school management, leadership styles of educational administrators, organizational culture in schools, quality assurance, and the evaluation of national and local educational policies across Asia.

2. Curriculum Development, Instructional Innovations, and EdTech: Studies encompassing the design of modern curricula, active learning methodologies, integration of digital technologies (such as AI and online platforms) in the classroom, and innovations in teaching strategies tailored to diverse learners.

3. Educational Psychology, Measurement, and Evaluation: Investigations into student motivation, cognitive and behavioral development, psychological resilience, learning assessments, test construction, and the psychometric evaluation of learning outcomes.

4. Interdisciplinary Education, Lifelong Learning, and Social Contexts: Interdisciplinary approaches bridging education with broader social issues, including adult and continuing education, community-based learning, inclusive and special education, and the sociological impacts of education on sustainable development.
...and other related fields that contribute to the theoretical and practical advancement of education and learning sciences within the Asian context.

 

Abstracting and Indexing

The Asian Education and Learning Review (AELR) is highly recognized and rigorously evaluated by prominent academic databases. Currently, the journal is indexed and abstracted in:
• Google Scholar

 

Digital Object Identifier (DOI)

To ensure permanent discoverability, secure archiving, and precise citation, every article published in AELR is assigned a unique Digital Object Identifier (DOI). This DOI registration and management service is officially facilitated and operated by the Division of Science, Research and Innovation Strategic Data System and Management, National Research Council of Thailand (NRCT).
The journal utilizes the following standard DOI format: DOI: 10.14456/aelr.[Year of Publication].[Article No.] (For example: https://doi.org/10.14456/aelr.2026.1 indicates the first article published in the year 2026.)

 

Article Types

Asian Education and Learning Review (AELR) welcomes submissions of two distinct article types:

• Original Research Articles: These articles present novel empirical findings, rigorous analyses, and significant contributions to the field of education and learning. Submissions should clearly articulate research questions, theoretical frameworks, methodology, findings, and implications for theory and practice.

• Comprehensive Review Articles: These articles provide critical syntheses of existing literature, identify research gaps, and offer insightful perspectives on key issues and emerging trends in education and learning. Reviews should be comprehensive, analytical, and contribute to the advancement of knowledge in the field.

 

Publication Frequency and Volume Policy

Asian Education and Learning Review (AELR) is published bi-annually, with two issues per year:

• No. 1: January - June

• No. 2: July - December

Editorial Rigor and Volume Management: AELR is deeply committed to upholding the highest global academic standards. To achieve this, the journal employs a comprehensive and rigorous editorial screening and peer-review process. The publication volume for each issue is deliberately and carefully managed by the editorial board to ensure that every published article undergoes meticulous evaluation. Our primary focus remains on scholarly excellence, methodological integrity, and meaningful contributions to the academic community, rather than on publication quantity. As the journal continues to attract growing interest from researchers, the editorial board is dedicated to sustainably expanding our publication capacity to effectively cover the breadth of our interdisciplinary scope without compromising our rigorous quality controls.
Issue Composition and Continuous Publication: To facilitate the rapid dissemination of knowledge, articles accepted within each period are scheduled for immediate online publication upon the completion of the final production and copy-editing stages. The editorial team meticulously determines the final total number of articles and the composition of each issue to maintain a balanced, diverse, and cohesive academic dialogue. To ensure a consistent volume and optimal thematic fit, this management may involve incorporating accepted articles received near the end of the timeframe, or thoughtfully shifting certain accepted manuscripts to the subsequent issue.

 

Peer Review Process

Asian Education and Learning Review (AELR) is committed to upholding the highest standards of academic rigor through a transparent, open peer-review process. All submitted manuscripts undergo review by at least two suitably qualified experts in the relevant field. The review process is open, fostering constructive dialogue between authors and reviewers.

To ensure efficiency and integrity, authors must submit a "Self-Certification Form" during the revision stage, confirming adherence to formatting and ethical standards, including the non-use of Generative AI. Final publication decisions are made by the editors based on the reviews and the author's certification. Please note that all accepted manuscripts are subject to a strict 30-day post-acceptance verification period, during which the acceptance may be revoked if any non-compliance is detected.

 

Journal Metrics and Turnaround Time

AELR is committed to maintaining a rigorous yet highly efficient editorial and peer-review workflow. To provide prospective authors with transparent expectations, our operational metrics based on the 2025 publication cycle are as follows:

• Acceptance Rate: 70.00%
• Rejection Rate: 30.00%
• Submission to First Decision: 56.40 days
• First Decision to Acceptance: 5.10 days
• Acceptance to Publication: 7.80 days
• Total Turnaround Time: 69.30 days

 

Languages

Asian Education and Learning Review (AELR) publishes articles exclusively in English, the primary language of international scholarly communication in education, to maximize the reach and impact of the research.

 

Gold Open Access Policy

AELR operates strictly under a Gold Open Access publishing model. This means that all published articles are immediately, permanently, and freely available online to the global community upon publication. Readers can read, download, copy, distribute, print, search, or link to the full texts of these articles without any paywalls, subscription fees, or registration requirements, fully supporting the unhindered global exchange of knowledge.

 

Copyrights

Asian Education and Learning Review (AELR) is committed to open access and adheres to the principles of the Budapest Open Access Initiative. All articles published in AELR are licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license. This license grants users the right to freely read, download, copy, distribute, print, search, and link to the full texts of articles, as well as use them for any other lawful non-commercial purpose, provided that appropriate credit is given to the authors and the original source. This ensures broad dissemination and accessibility of research findings.

 

Journal History

 

Ownership and Management

Asian Education and Learning Review (AELR) is owned by the Association of Legal & Political Studies (Thailand) and White Tiger Legal, Business and Research Consultants Co., Ltd. (Thailand). It is published under the academic cooperation with Faculty of Education, Silpakorn University (Thailand). ALPS is primarily responsible for academic operations, while the WTLBRC is primarily responsible for management and finances. SU has the main duties of supporting academic operations, such as serving as editors/reviewers and providing suggestions to improve the quality of the journal.

To ensure full transparency for authors and readers regarding the contributors of this journal, you can visit the websites of the organizations that own AELR: Association of Legal & Political Studies (formerly known as "Political Science Association of Kasetsart University," which registered the change of association name with the Registrar of Associations for Bangkok on October 17, 2023, and was published in the Royal Thai Government Gazette on March 7, 2024): https://alps-th.com/ and White Tiger Legal, Business and Research Consultants Co., Ltd.: https://wtlbrc.com/

 

Revenue Sources, Advertising, and Direct Marketing Policy

Asian Education and Learning Review (AELR) operates without direct funding from any government or private sector. While AELR collects a submission fee from authors, the revenue generated is currently limited and insufficient to cover all operating expenses. At present, the Association of Legal & Political Studies (ALPS) and White Tiger Legal, Business and Research Consultants Co., Ltd. (WTLBRC) provide the primary financial support for publishing the journal, covering the majority of its costs.

AELR maintains a strict policy of not accepting advertisements from any external entities, ensuring the impartiality and objectivity of the journal's content.

In promoting the journal and its publications, AELR attempts to avoid actions detrimental to other parties (e.g., spreading spam) and to avoid misleading information between prospective authors and publishers. The journal is committed to providing accurate and transparent information to prospective authors and readers.