Editorial & Publishing Policies

Aim and Scope

Education Inquiry (Edu.Inq.) is an international peer-reviewed journal that publishes high quality original articles in the field of education.

The journal is looking for studies that present and debate contemporary education research and policy, changes in teaching and learning across all sectors of education, the nature and processes of education and training as well as research in and on Teacher Education.

Education Inquiry welcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest are studies that analyse and critique subject teaching, didactics and pedagogy, education policy or practice, across all levels of education, within specific national boundaries or in comparative perspective.

Education Inquiry welcomes research from a variety of methodological and theoretical approaches, and invites studies that make the nature and use of educational research the subject of inquiry.

Education Inquiry readers include educators, researchers, teachers and policy makers.


Section Policies


Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed

Original Articles

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Discussion Papers

Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed

Peer Review Process

Papers submitted to Education Inquiry are subject to rigorous peer review so as to ensure that the research published is 'good science'.

Before the beginning of the refereeing process,  manuscripts go through screening by Editors. At this stage manuscripts may be rejected directly by the Editors if judged to be out of scope for the Journal, or if scientifically or linguistically sub-standard.

Manuscripts that have successfully gone through the screening stage are then sent out for review electronically, and all correspondence takes place via e-mail. Although the peer review process is accelerated by the use of electronic communication, traditional, high-quality peer-review standards are applied to all manuscripts submitted to the journal.

Each manuscript is sent to at least two independent referees. Education Inquiry has a 'double blind' review process: Authors are not told who reviewed their paper, and reviewers are not told who wrote the paper. The peer referees’ identity remains unknown to the authors although it is up to the referee if he/she wants to contact the author at a later stage and reveal his/her identity, after a paper has been published.

Peer reviewers are asked to give their opinion on a number of issues pertinent to the scientific and formal aspects of a paper, and to judge the papers on grounds of originality, quality of empirical work and argument, quality of research methodology or/and argumentation (for non-empirical papers) and quality of language of writing. In addition, for all submitted manuscripts, non-discriminatory language is mandatory. Sexist or racist terms should not be used, and their presence will result in immediate rejection by the Editors. All relevant information will be forwarded to the author(s).

Peer reviewers will have the following possible options, for each article:

1. Accept manuscript (i.e. no need for any revision)
2. Accept after minor revision (i.e. accepted if the author makes the requested small revisions)
3. Accept after major revision (i.e.in such cases the paper will be sent out for another peer review round)
4. Reject manuscript (i.e. if the manuscript is substandard) 

The final decision on accepting the paper and the recommendation to the author(s) rests with the Editors.

When asking for revisions, reviewers have two possible goals: to ask authors to tighten their arguments based on existing data or to identify areas where more data are needed. Even formal revision may be required if the language or style is sub-standard. To facilitate rapid publication, authors are given a maximum of 3 months for revision. After 3 months, revised manuscripts will be considered new submissions.


Publication Frequency

Education Inquiry is published quarterly, in March, June, September and December. Issues are published online.

All articles will be assigned a DOI number (Digital Object Identifier) whereby they become searchable and citeable without delay (i.e. until they are collected in an issue).


Open Access Policy

Education Inquiry is published Open Access, whereby authors retain copyright (see copyright section) and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (Creative Commons CC-BY 4.0) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made.

OAI metadata harvesting for this journal can be reached via the following link:




This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.

In addition, all files will be archived with CLOCKSS and Portico.


Author Self-Archiving

Authors are permitted and encouraged to post any version of their manuscript to personal or institutional websites, in repositories and similar, prior to and after publication (while providing the bibliographic details of that publication).