- General Guidelines
All submitted manuscripts should be written based on original research.
Click the sub-menu of REGISTER, fill out the registration form, and please register as author in order to submit your manuscript. Registering to the site will also allow authors to be reviewer and reader.
Once you are registered as author, log in to the website and follow the step-by-step submission processes:
Start a new submission > upload submission > enter metadata > upload supplementary files > confirmation
Note: A short CV, not more than 80 words, of all contributors or authors should be submitted as a supplementary file. The CV should contain the author’s position, fields of interest, research areas, and activities.
EDUTEC does not charge any article processing charges and submission fees.
All manuscripts submitted to International Journal of Education are automatically screened for plagiarism before going through the review process, and the Journal has a zero plagiarism policy.
Manuscript Preparation Guidelines
Starting from 2019, the articles published in EDUTEC will strictly follow the format of IMRAD (Introduction, Method, Results and Discussion). The section of "Literature Review" will be omitted and the review of related literature should be integrated into the "Introduction" section.
Please download the article template for detail instructions on how to format the manuscript.
Below are the guidelines for the manuscript:
The abstract must indicate the importance of the topic or background and the purpose of the study, and it should summarize the methodology or approach, findings (for qualitative research) or results (for quantitative research), and implications. It should be kept as briefly as possible, not exceeding 300 words. The abstract should be accompanied with 3-8 keywords written in alphabetical order.
The introduction should consist of the background of the study, research contexts, state of the art, research gap, and research objective. It should be presented in the forms of paragraphs, not pointers, with the proportion of 15-20% of the whole article length.
The method section consists of description concerning the research design, data sources, data collection, and data analysis with the proportion of 10-15% of the total article length, all presented in the form of paragraphs.
Findings/Results and Discussion
The findings (for qualitative research)/results (for quantitative research) and discussion section consist of description of the results of the data analysis to answer the research question(s) and their meanings seen from current theories and references of the area addressed. The proportion of this section is 40-60% of the total article length.
The conclusion section consists of the summary, restatement, comment or evaluation of the main findings.
Every source cited in the body of the article should appear in the references, and all sources appearing in the references should be cited in the body of the article.
The sources cited should at least 80% come from journal articles published in the last 10 years. The sources cited are primary sources in the forms of journal articles, books, and research reports, including theses and dissertations.
Citation is done using brackets (last name and year of publication). When the sources are cited verbatim, page number is included (p. 78 or pp. 78-89).
Quotation and references follow American Political Science Association (APSA) style in the following examples:
Agarwal ,Y.P. and Kapoor, N., (1998) Parental participation in children’s academic activities in relation to their academic achievement. Journal of Indian Education, Vol. 23 (4), pp. 61-68.
Agarwal, Y. P. & Chugh, S. (2003). Learning Achievement of Slum Children in Delhi.
National Institute of Educational Planning and Administration: New Delhi.
Anandharaja, S., Balakrishna, V., & Lawrence, A.J. (2016). Development and Standardization of Academic Achievement Test in Social Science. International Journal of Research and Development, 1(1), 2456-3137.
Batley, R. & Rose, P. (2010). Achieving Education for All through Public-Private Partnerships. Taylor and Francis, 20, 4(5).
Bong, M. & Clark, R.E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34, 139-153.
Bong, M., & Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
Cattell, R.B., & Butcher, H. j. (1968). The prediction of achievement and creativity.