About the Journal

Learning, Training, and Education in Schools in the Third Millennium (LTES-TM) is an international, peer-reviewed, open-access scholarly journal devoted to advancing research, theory, and practice in all domains of contemporary school education. The journal provides a multidisciplinary platform for scholars, researchers, practitioners, policymakers, and educational leaders to exchange knowledge, innovative practices, and research findings that address the evolving challenges and opportunities of schooling in the twenty-first century and beyond.

The journal focuses on the transformation of teaching, learning, and educational systems in response to rapid technological, social, cultural, economic, and environmental change. It publishes original empirical studies, theoretical analyses, systematic reviews, methodological papers, and high-quality applied research that contribute to the improvement of educational quality, equity, effectiveness, and sustainability at all levels of school education.

LTES-TM is published under a double-blind anonymous peer-review model, ensuring the highest standards of scholarly rigor, fairness, and academic integrity. Each submitted manuscript is evaluated by two or three independent expert reviewers from relevant fields.

The journal welcomes submissions from all regions of the world and actively encourages interdisciplinary, cross-cultural, and comparative studies that broaden global understanding of education in the third millennium.

Aims and Scope

The primary aim of LTES-TM is to promote innovative and impactful research that advances knowledge about learning, training, teaching, and educational development in contemporary schools. The journal seeks to serve as a bridge between research and practice, supporting evidence-based decision-making and policy formulation in education.

The scope of the journal includes, but is not limited to, the following areas:

  • Teaching and learning theories and practices

  • Curriculum development and instructional design

  • Teacher education, professional development, and instructional leadership

  • Educational psychology and learner development

  • Educational technology, digital learning, and AI-based education

  • Assessment, evaluation, and learning analytics

  • School leadership, management, and organizational development

  • Educational policy, governance, and reform

  • Inclusive education, special education, and equity in schooling

  • Student engagement, motivation, and well-being

  • Comparative and international education

  • Lifelong learning and continuous professional training

  • STEM education and interdisciplinary learning

  • Innovative pedagogies and future-oriented education

  • Social, cultural, ethical, and environmental dimensions of schooling

The journal publishes the following types of manuscripts:

  • Original research articles

  • Review and meta-analysis studies

  • Conceptual and theoretical papers

  • Methodological and measurement studies

  • Case studies and practice-based research

  • Policy analysis and evaluation reports

Open Access Statement

LTES-TM is a fully Open Access journal, meaning that all published content is freely and permanently accessible to anyone, anywhere in the world without subscription or payment barriers.

The journal believes that open access to scholarly research accelerates knowledge dissemination, enhances global collaboration, promotes educational equity, and increases the real-world impact of academic work. Therefore, every article published in LTES-TM is immediately available online for reading, downloading, copying, distributing, printing, and linking without restriction, subject only to proper attribution of authorship.

Copyright and License

Authors publishing in LTES-TM retain full copyright to their work.

All articles are published under the Creative Commons Attribution–NonCommercial 4.0 International License (CC BY-NC 4.0). Under this license:

  • Authors retain ownership of their work.

  • Readers may copy, distribute, display, perform, adapt, and build upon the work for non-commercial purposes.

  • Proper credit must always be given to the original authors and the journal.

  • Any reuse must clearly indicate if changes were made.

  • Commercial use of the work is not permitted without explicit permission from the copyright holder.

This licensing policy ensures maximum visibility, accessibility, and protection for authors while encouraging responsible academic sharing and reuse.

Plagiarism Policy (iThenticate)

LTES-TM maintains a strict zero-tolerance policy toward plagiarism and academic misconduct.

All submitted manuscripts are screened using iThenticate plagiarism detection software prior to peer review. This screening checks for:

  • Direct plagiarism

  • Self-plagiarism

  • Duplicate publication

  • Improper citation and paraphrasing

  • Unattributed use of copyrighted material

Manuscripts showing significant similarity, unethical publication behavior, or violations of academic integrity are immediately rejected. When necessary, authors may be contacted for clarification. Serious ethical breaches may be reported to authors’ institutions or funding bodies.

Article Processing Charges (APCs)

To support high-quality editorial services, peer review management, professional publication, digital archiving, and long-term open access availability, LTES-TM charges an Article Processing Charge (APC) of:

3,000,000 Tomans per accepted article.

There are no submission fees. Authors are only required to pay the APC after final acceptance of their manuscript. APCs help sustain the journal’s open-access model and ensure continued editorial excellence and technological infrastructure.

Peer-Review Process

LTES-TM employs a rigorous double-blind peer-review system designed to ensure impartial evaluation and scholarly excellence.

Review procedure:

  1. Initial Screening
    Editorial office checks compliance with journal scope, ethical standards, and formatting requirements.

  2. Plagiarism Check
    Manuscript is screened with iThenticate.

  3. Reviewer Assignment
    The editor assigns two or three independent expert reviewers with relevant subject expertise.

  4. Double-Blind Review
    Reviewers and authors remain anonymous to each other.

  5. Editorial Decision
    Based on reviewers’ reports, the editor decides:
    Accept / Minor Revision / Major Revision / Reject.

  6. Revision and Verification
    Authors submit revised versions; editors verify that reviewer comments have been addressed.

  7. Final Acceptance and Publication

The process emphasizes fairness, transparency, confidentiality, and academic rigor.

Archiving and Repository Policies

LTES-TM is committed to the long-term preservation and accessibility of its scholarly content.

Journal Website Archiving

All published articles are permanently archived and accessible on the journal’s official website. Multiple backup systems and secure digital storage protocols ensure data preservation and uninterrupted access.

Self-Archiving (Green Open Access)

Authors are encouraged and permitted to deposit all versions of their manuscript (submitted, accepted, and published versions) in:

  • Institutional repositories

  • Personal academic websites

  • ResearchGate, Academia.edu, and other academic networks

  • National and international open repositories

There is no embargo period. Authors may share their work immediately upon publication, provided the published version includes full citation and a link to the journal website.