The International Journal of Science, Mathematics and Technology Learning offers studies of best practices in teaching and learning these key disciplines. Through a metadisciplinary lens, it investigates how pedagogy, curriculum, and educational design can foster deeper engagement, critical thinking, innovation, and creativity. The journal addresses the dynamics of "knowing": how learners develop new capacities, apply conceptual understandings, and transform their horizons of action. It draws on multiple disciplinary strands—cognitive science, linguistics, sociology, and psychology—to explore the broader implications of educational interventions. This includes research into how diversity, cultural contexts, and institutional frameworks affect learning outcomes in science, mathematics, and technology. Contributors examine both formal educational settings and informal or semiformal environments where learners engage with digital tools, experiments, and real-world problems.

By integrating theoretical analysis and evidence-based practice, the journal sheds light on how we might design new learning that positions these disciplines at the core of a knowledge society.

The International Journal of Science, Mathematics and Technology Learning is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Indexing:

• H-Index: 4 (2023)
• Scopus / SJR: 0.21 (2023)
• Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), Ulrich's Periodicals Directory