Publisher
International Forum of Educational Technology and Society, National Taiwan Normal University
About the Journal
Educational Technology & Society (ET&S) is an international, peer-reviewed, open-access academic journal published quarterly since October 1998. The journal is published by the International Forum of Educational Technology and Society in collaboration with National Taiwan Normal University. ET&S provides a well-established global platform for scholarly dialogue among researchers, educators, instructional designers, and developers, with the goal of advancing theory, research, and practice in educational technology.
Over more than two decades, ET&S has achieved strong international recognition for its academic rigor and impact. The journal holds a high standing in the field of education and educational research, reflecting its influence on both scholarly inquiry and practical implementation. Supported by a stable and experienced editorial office, ET&S emphasizes empirical, theory-driven research that addresses real-world learning challenges and contributes meaningfully to lifelong learning, competency-based education, and multimodal literacy in the 21st century.
Aims and Scope
The aim of Educational Technology & Society is to promote innovative, evidence-based research that bridges pedagogy and practice through the effective use of technology in education. Rather than focusing on technology in isolation, the journal emphasizes how digital tools and emerging technologies influence and enhance learning processes, teaching strategies, and assessment practices across diverse educational contexts.
ET&S welcomes high-quality empirical studies, including longitudinal and experimental research, that demonstrate measurable educational outcomes and meaningful learning processes. The journal particularly encourages submissions on emerging educational technologies, technology-enhanced learning environments, and research conducted in special or underrepresented educational domains. Studies that address real-world educational problems with findings applicable to global contexts are strongly favored, while purely descriptive or non-empirical survey-based studies without systematic analysis of learning outcomes are generally not considered.