INFORMATICS IN EDUCATION (INFEDU) is an international, peer-reviewed journal publishing original research in informatics (computer science) education and closely related “computing in education” studies that generate clear evidence and insights about how people learn and teach computing.
INFEDU prioritises rigorous theoretical, empirical, and methodological contributions that advance computing education knowledge across educational levels — from pre-primary and school to higher education and informal learning — and across contexts (classroom, institutional, and system-level perspectives).
Note: we use “informatics” as a synonym of “computer science”.
Mission
INFEDU advances high‑quality, peer‑reviewed research that strengthens how people learn and teach computing (informatics / computer science) across educational levels, and supports evidence‑based development of computational thinking and AI literacy in education. INFEDU particularly welcomes work that builds usable evidence for curriculum design, teacher professional development, and assessment in computing/AI literacy, including studies that bridge research and classroom practice.
Vision
To be a leading Diamond Open Access journal and open scholarly infrastructure connecting research, educational practice, and policy in informatics and AI literacy worldwide.
Aims
INFEDU aims to:
- publish rigorous theoretical, empirical, and methodological studies in informatics (computer science) education and computing in education;
- provide an interdisciplinary forum for researchers, educators, and policymakers;
- prioritise contributions with transferable insights beyond a single local context and clearly justified generalisations aligned with best practice in C&E;
- support cumulative knowledge via systematic reviews and meta‑analyses with clear research questions and analytical frameworks;
- promote responsible innovation in educational technology and AI when it provides clear evidence about learning/teaching of computing.
Scope
INFEDU considers manuscripts across:
- Levels: pre‑primary, primary, secondary, tertiary, and informal learning;
- Contexts: individual/collaborative learning; classroom, organisational, and system‑level studies;
- Research types: educational engineering (design‑development‑evaluation), empirical studies, methodological work;
- Topical areas (examples): programming and computational thinking; curriculum and pedagogy; assessment and measurement; teacher education; equity, gender and ethics; evaluation of tools and learning environments; educational data mining/AI approaches related to informatics education.
We welcome high-quality systematic reviews and meta-analyses that include clear research questions, an appropriate analytical framework, and conclusions aligned with the journal’s aims and scope.
Values and principles
INFEDU is a Diamond Open Access journal (no APCs) and supports responsible open scholarship, research integrity, and inclusive participation across countries and educational contexts. Articles are distributed under the Creative Commons Attribution 4.0 (CC BY 4.0) license. Since Volume 20(1) (2021), copyright and publishing rights are held by the author.
Publishing information
- The journal was founded in 2002.
- Publisher: Vilnius University Institute of Data Science and Digital Technologies (Lithuania).
- In collaboration with the Centre for Computer Science Education at ETH Zürich (Switzerland), the journal was published in 2020–2023.
- Publication frequency: biannually until 2019; quarterly since 2020 (March, June, September, December).
Contact
Institute of Data Science and Digital Technologies, Vilnius University.
Akademijos St. 4, 08412, Vilnius, Lithuania
E-mail: editorial@infedu.lt