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 programme. In this programme, 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 programme.


Send your application to Lore Verschakelen, EARLI Office, lore.verschakelen@earli.org. You will then receive further information about the procedure.

Check out the interview with mentee David Zamorano below as he shares what he learned from taking part in the programme:

Call for Abstracts - Special Issue

Learning from AI in Primary Education

To examine frontier issues of AI in education we seek fostering evidence-based examples of learning from AI from preschool to primary education.

Guest editors to this special issue are:

- Prof. Dr. Eliane Segers (Radboud University, The Netherlands)
- Dr. Paraskevi Topali (Radboud University, The Netherlands)
- Prof. Dr. Carla Haelermans (Maastricht University, The Netherlands)


1. Extended abstract, title and author bio submission - September 1, 2024

2. Notification of the accepted abstracts - October 31, 2024
3. Full paper submission - May 1, 2025

More information about the special issue and its submission procedure can be found below in the extended call.

Extended call

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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Raquel Cerdán


University of Valencia, Spain

Keywords: Reading, Writing, Literacy, Comprehension, Cognition, Question-answering, Task-oriented reading.

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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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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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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