Aims and Scope

The HNUE Journal of Science: Journal of Educational Science (HNUE JoES) established in 1955, has been an open-access, double-blind peer-reviewed journal since 2024. 

The Journal publishes high-quality research that advances theory, policy and practice in education. The Journal aims to promote scholarly dialogue among researchers in Vietnam, Asia and the international educational research community.

The Journal welcomes original empirical, theoretical, methodological, comparative and review studies in the following areas:

1. Teacher Education and Professional Development
Pre-service and in-service teacher education; teacher learning; teacher identity, agency and professional development.

2. Curriculum, Pedagogy and Instruction
Curriculum development and reform; teaching and learning; subject-specific pedagogy; instructional design and classroom practice.

3. Educational Assessment and Evaluation
Assessment of learning; competency assessment; educational measurement; program and policy evaluation; learning analytics.

4. Educational Psychology and Learner Development
Learning, motivation, cognition, socio-emotional development, mental health and well-being in educational contexts.

5. Educational Technology and Artificial Intelligence in Education
Digital learning; educational technology; AI-supported teaching and learning; learning analytics; digital transformation.

6. Inclusive and Special Education
Inclusive education; special educational needs; equity and educational participation.

7. Educational Leadership, Management and Policy
Educational leadership; governance; school management; educational policy and system reform.

8. Comparative and International Education
Cross-national and cross-cultural educational research; internationalization; comparative education; education in Asia and the Global South.

9. Subject-specific Education and Didactics
Mathematics education, science education, language and literacy education, social sciences education, arts education and other disciplinary education fields.

The Journal does not normally consider manuscripts whose primary contribution lies outside educational research or that merely describe a local educational situation without a clearly articulated research question, theoretical or conceptual basis, rigorous methodology and contribution to the wider field.