Learning and Instruction

Learning and Instruction is an international, multi-disciplinary journal for advanced high-quality research in the areas of learning, development, instruction and teaching.



2022 Impact Factor - 6.2
2022 Cite Score - 11.2

The journal welcomes several types of contributions: reports of original empirical investigations, and replications or extensions of important previous work.

A preference, however, will be given to empirically-based studies. The papers may represent a variety of theoretical perspectives and different methodological approaches (quantitative as well as qualitative). They may relate to any age level - from infants to adults - and to a diversity of settings.

Contact your institute for more information on online access to Learning and Instruction.

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Peer Review Mentoring Programme for JURE Members

Are you a junior researcher and a member of EARLI? Become a reviewer of Learning & Instruction. As an initiative of the Learning & Instruction Editorial team, in collaboration with EARLI as an exclusive member benefit, you are now invited to join a 1:1 peer review mentoring program. In this program, together with an experienced editorial board member of Learning & Instruction, you will write a review for the journal. Before you can start, you’ll be asked to take Elsevier’s certified Peer Reviewer Course, online, individually.

Elsevier Researcher Academy - Certified Peer Reviewer Course

The Certified Peer Reviewer Course has been developed with input from editors of leading journals and is designed to invest participants with the skills and confidence needed to accept a request to review.

You will get credits after passing the final test. Time investment is somewhat more than 4 hours. After that, you are eligible for the individual mentoring program.


Send your application to Havva Akcaoglu, EARLI Office, havva.akcaoglu@earli.org. You will then receive further information about the procedure.

Call for Papers - January 2024

Learning and Instruction is soliciting submissions for a special issue on Empowering Pre-Service and In-Service Teachers as Instructional Designers.

Abstracts are to be submitted with the guest editors Prof. Fani Lauermann & Prof. Susanne Narciss before January 31st, 2024.

Call for Papers

Call for Papers - November 2023

Learning and Instruction is soliciting submissions for a special issue entitled Toward Lasting Learning: Cognitive Mechanisms and Instructional Means to Maintain the Outcomes of Meaningful Learning.

Abstracts are to be submitted with the guest editors Prof. Dr. Julian Roelle & Prof. Dr. Tobias Richter before November 30, 2023.

Call for Papers

Editorial Team

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Gert Rijlaarsdam


University of Amsterdam, The Netherlands
Norwegian University of Science and Technology, Norway

Keywords: Empirical studies of interventions, Intervention programs, Reading, Writing, Literacy, Thinking, Text comprehension, Instructional Design. Comprehension processes, Explicit strategy instruction, Reading processes, Writing processes.

SIG member: SIG 02 (Comprehension of Text and Graphics), SIG 06 (Instructional Design), SIG 12 (Writing).

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Wilfried F. Admiraal


Oslo Metropolitan University, Centre for the Study of Profession, Norway

Keywords: Virtual and augmented reality in education, Student interaction, Student-teacher interaction, Group dynamics in education, Social cognition in education, Teaching, Teacher professional development, Teacher education, Qualitative analyses.

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YoonJung Cho


Sungshin Women's University, South Korea

Keywords: Achievement motivation (achievement goals, self-determination), Self-regulation, Learning strategies, Teacher motivation, Instructional practices, Learning environment, Social relationship.

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Minna Hannula-Sormunen


University of Turku, Finland

Keywords: Mathematical development, Numeracy, Mathematics, Thinking skills, Adaptive expertise, Mathematics instruction, Intervention, Preschool, Primary school.

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Jan Retelsdorf


University of Hamburg, Germany

Keywords: Teacher expectations, Stereotypes in school context, Text comprehension in science and mathematics, Non-cognitive factors in learning and achievement.

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Alexandra List


The Pennsylvania State University College of Education, US

Keywords: Reading, Writing, Literacy, Comprehension, Cognition, Critical Thinking, Multimedia Learning, Reasoning, Evidence-Based Reasoning, Source Evaluation.

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Michelle Taub


University of Central Florida, US

Keywords: Quantitative Research in Education, Cognition, Emotion, Learning Environments, Metacognition, Self-regulation, Advanced Learning Technologies, Educational Data Mining, Eye Movements, Facial Expressions of Emotions, Game-based Learning, Learning-centered Emotions, Learning Gain Prediction, Multimodal Data.

SIG Member: SIG 08 (Motivation and Emotion), SIG 16 (Metacognition), SIG 27 (Online Measures of Learning Processes).

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Sven A.J.H. De Maeyer

Consulting Editor

University of Antwerp, Belgium

Keywords: Quantitative Research in Education, Cognition, Assessment, Learning Processes, Eye Movements, Education for Sustainable Development, Writing.

SIG Member: SIG 01 (Assessment and evaluation); SIG 12 (Writing); SIG 27 (Online measures of learning processes).

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Huub van den Bergh

Consulting Editor

Utrecht University, Netherlands

Keywords: Assessment and Evaluation, Cognition, Learning Processes, Intervention Studies, Reading and Writing Processes, Quantitative Research.

SIG Member: SIG 01 (Assessment and evaluation); SIG 12 (Writing).

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Liselore van Ockenburg

Assistant Editor

University of Amsterdam, Netherlands