About the Journal
About the Journal
The Journal of Innovative Teaching Strategies in Primary Education (JITSPE) is a peer-reviewed, open-access journal publishing high-quality scholarly research in primary education. The journal focuses on developing, implementing, and evaluating innovative teaching strategies to improve teaching effectiveness, classroom practices, learning outcomes, and professional knowledge in primary education. JITSPE welcomes original research articles, literature reviews, educational innovation articles, and teacher professional development studies that make meaningful contributions to educational theory, classroom practice, curriculum development, learning media, assessment, and school improvement.
Focus and Scope
The Journal of Innovative Teaching Strategies in Primary Education (JITSPE) publishes scholarly articles on innovative practices and research in primary education. The journal welcomes manuscripts on the following topics:
- Innovative teaching strategies in primary education
- Classroom pedagogy and instructional practices
- Literacy and numeracy instruction
- Educational technology integration and digital learning
- Learning media and instructional materials development
- Classroom assessment and evaluation
- Inclusive education and differentiated instruction
- Curriculum implementation in primary schools
- Classroom management and learning environments
- Teacher professional developmentt
Types of Manuscripts
JITSPE accepts the following manuscript types:
- Original Research Articles: Empirical studies using qualitative, quantitative, mixed-methods, classroom action research, design-based research, research and development, or other appropriate educational research designs.
- Literature Review Articles: Critical, systematic, or integrative reviews that synthesize current research and offer implications for primary education.
- Educational Innovation Articles: Studies that report the design, implementation, and evaluation of innovative teaching strategies, learning media, classroom interventions, digital learning tools, or assessment practices.
- Teacher Professional Development Studies: Research examining teacher learning, pedagogical competence, professional collaboration, and school-based professional development.
Open Access Policy
JITSPE provides immediate open access to all published articles. The journal supports the principle that freely available scholarly information promotes broader dissemination of knowledge and advances research and educational practices.
Published articles are licensed under the applicable Creative Commons license. Readers may access, read, download, and share published works under the terms of the stated license, provided they give proper attribution to the authors and the journal.
Peer Review Process
JITSPE uses a double-blind peer review process to ensure fairness, objectivity, and academic integrity. JITSPE keeps the identities of authors and reviewers confidential throughout the review process.
Each submitted manuscript undergoes an initial editorial screening to assess scope relevance, format compliance, originality, ethical considerations, and overall quality. Manuscripts that pass the initial screening are reviewed by qualified reviewers with relevant expertise. Editorial decisions include Accept, Minor Revision, Major Revision, or Reject.
Publication Ethics and Malpractice Statement
JITSPE is committed to upholding the highest standards of publication ethics and academic integrity. The journal adheres to internationally recognized principles of responsible scholarly publishing, including ethical practices for authors, editors, reviewers, and publishers.
The journal does not accept plagiarism, duplicate publication, fabricated data, falsified findings, citation manipulation, unethical research procedures, or other forms of academic misconduct. Research involving primary school pupils, teachers, parents, schools, or educational communities must comply with appropriate ethical standards, including participant protection, confidentiality, and informed consent where applicable.
Generative Artificial Intelligence (GenAI) Policy
JITSPE permits limited, transparent use of Generative Artificial Intelligence tools to support scholarly communication, including language improvement, translation assistance, formatting support, and technical assistance. Authors remain fully responsible for the accuracy, originality, integrity, and ethical compliance of their manuscripts.
Generative Artificial Intelligence tools must not be listed as authors or used to fabricate research data, findings, references, or scholarly arguments. Any use of GenAI tools must be disclosed appropriately in accordance with the journal's policy.
Copyright Notice
Authors retain copyright in their published works and grant JITSPE the right of first publication and a non-exclusive license to publish, distribute, archive, and disseminate the article.
Authors are responsible for ensuring that all materials included in manuscripts, including figures, tables, photographs, learning media, instruments, and other third-party materials, comply with copyright and permission requirements.
Article Processing Charge
JITSPE does not charge authors any submission, editorial processing, article processing, or publication fees. Authors are not required to make any payment during the submission, review, revision, or publication processes.
Privacy Statement
Personal information submitted through the JITSPE journal system, including author names, email addresses, affiliations, and other relevant details, is used solely for journal management, editorial communication, peer review, publication, indexing, and administrative purposes.
Manuscripts, reviewer reports, editorial correspondence, and unpublished research materials are treated as confidential and used only for legitimate scholarly publishing purposes.
Journal Contact Information
For inquiries about manuscript submission, peer review, publication policies, or other journal matters, please contact the JITSPE editorial office via the official journal communication channels.
