This journal publishes original articles on the latest issues and trends occurring  in education curriculum, instruction, learning, policy, and preparation of  teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. In addition to original articles, the journal features the following special sections:

• Learning: consisting of theoretical and empirical research studies on learning. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.
• Issues and Trends: consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching. This special section particularly seeks to promote informed dialogues about current issues in education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary.
• Learning in Everyday Life: consisting of analytical, interpretative, or philosophical papers regarding learning outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop learning interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in learning are especially encouraged..
• Teacher Education: consisting of original empirical and/or theoretical research that examines the preparation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of ones teaching career, from pre-service, through induction, into advanced professional stages of teaching.
• Education Policy: including reports about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on teaching and learning. Additionally, research on science policy relates to a critical examination of how theory, research, and practice of education are influenced by policy decisions.
• Comments and Criticism: provides a forum for the expression of differing viewpoints and the correction of misunderstanding regarding topics in published papers. Readers of the journal are earnestly invited to contribute their ideas to this forum. Contributions for the Comments and Criticismsection should be relatively brief, normally two to four manuscript pages, and will be published as rapidly as possible.
• Books: covering reviews of recently published books in the field.

In addition, the journal regularly carries a Comments and Criticism section which provides a forum for the expression of differing view points and commentary and clarification of topics in published papers.

The Journal Editorial Board invites any manuscript addressing a relevant education topic that employs an established and recognized scholarly approach and also impacts or is generalizable to national and international populations. Quantitative research reports that employ sophisticated research designs  and qualitative research reports that rigorously follow naturalistic research methods are preferred. All manuscripts must provide a thorough review of the literature that establishes the research problem or the issue at hand as well as a thorough conclusion that addresses the implications and limitations of the research or argument.