INFORMATICS IN EDUCATION publishes original peer-reviewed research articles reporting theoretical, empirical, and methodological studies in the fields of informatics[1] education and computing in education. The journal provides an interdisciplinary forum for researchers, educators, policymakers, and other professionals involved in informatics education. Its scope ranges from primary (and even from pre-primary) to tertiary education and includes various contexts of informatics education, such as individual and collaborative learning and classroom, organizational and system-level studies.
INFORMATICS IN EDUCATION publishes diverse kinds of informatics education research, including:
- educational engineering studies focusing on the design, development and evaluation of high-quality pedagogical and educational technology innovations for different informatics topics, such as the development of computational thinking and everyday computational reasoning as well as formal computing education;
- educational data mining and artificial intelligence studies based on big data related to informatics education, such as assessment, online learning of computing, and informatics competitions;
- evaluation of computer-supported tools or educational technologies for teaching and learning computing concepts, programming notations and tools, such as visual, block-based, and other text-based coding environments;
- empirical studies, encompassing pedagogies to teach informatics, learning of computing concepts, assessment and measurement of knowledge, skills and transfer, ethical issues related to the development and use of artificial intelligence in informatics education and exploring gender-related considerations.
We welcome high-quality systematic reviews and meta-analyses that include clear research questions, analytical framework, results and discussion aligned with the scope and aims of the journal.
[1] We use “informatics” as a synonym of “computer science”.