International Journal Of Scholarship Of Teaching And Learning: Complete Guide For Academic Researchers And Educators

The International Journal of Scholarship of Teaching and Learning (IJ-SoTL) stands as one of the premier open-access, peer-reviewed journals dedicated to enhancing higher education pedagogy. Hosted by Georgia Southern University, this international journal provides an open-access forum for faculty, instructional developers, and academic researchers to share rigorous research on post-secondary teaching and learning practices.

As higher education institutions increasingly recognize the Scholarship of Teaching and Learning (SoTL) in tenure, promotion, and professional development evaluation, understanding the scope, standards, and submission requirements of IJ-SoTL is vital for academic scholars across disciplines.

What is the International Journal of Scholarship of Teaching and Learning (IJ-SoTL)?

The International Journal of Scholarship of Teaching and Learning is an international, peer-reviewed, open-access journal published bi-annually. Founded to foster international reflection and evidence-based investigation into post-secondary education, IJ-SoTL bridges the gap between educational theory, empirical research, and classroom practice.

Unlike traditional disciplinary journals that prioritize subject-matter research, IJ-SoTL focuses specifically on how students learn within higher education and how teaching methodologies impact student outcomes. It welcomes interdisciplinary contributions from STEM, the humanities, social sciences, business, and health professions.

Historical Context and Institutional Foundation

Rooted in Ernest Boyer’s seminal 1990 work, Scholarship Reconsidered: Priorities of the Professoriate, the SoTL movement reframed teaching as an intellectual, inquiry-based endeavor deserving of peer review and public dissemination. IJ-SoTL was established to operationalize Boyer's vision on a global scale.

Published via Georgia Southern University's Digital Commons platform, the journal ensures unrestricted global access to pedagogical research without financial barriers for readers or authors. This open-access philosophy has established IJ-SoTL as an accessible, highly cited resource for faculty developers and educational researchers worldwide.

Scope, Core Themes, and Methodology Standards

IJ-SoTL publishes research that directly examines teaching and learning in higher education contexts. Manuscripts submitted to the journal must demonstrate methodological rigor, clear grounding in relevant educational literature, and practical implications for tertiary education.

Key Focus Areas in IJ-SoTL: │ ├── Student Learning Outcomes & Assessment ├── Active Learning & Innovative Pedagogies ├── Equity, Diversity, & Inclusion in Higher Education ├── Educational Technology & Digital Learning Environments └── Faculty Development & SoTL Institutional Integration

Key Pedagogical Themes Accepted for Publication

• Evidence-Based Pedagogical Interventions: Studies evaluating the efficacy of specific instructional strategies, such as flipped classrooms, problem-based learning (PBL), or gamification.
• Assessment of Student Learning: Empirical investigations into authentic assessment models, rubrics, peer evaluation systems, and mastery-based grading.
• Inclusive Teaching and Equity: Research addressing educational access, culturally responsive teaching, universal design for learning (UDL), and closing achievement gaps.
• Technology-Enhanced Pedagogy: Critical evaluations of artificial intelligence in education, online/hybrid learning environments, interactive simulations, and digital collaboration tools.
• SoTL as Institutional Practice: Analyses of how universities support, evaluate, and reward teaching scholarship within faculty reward structures.

Accepted Methodological Approaches

IJ-SoTL values methodological pluralism. Authors may utilize quantitative, qualitative, or mixed-methods approaches, provided the methodology is systematically executed and ethically sound. Common approaches include:

1. Action Research: Systematic inquiry by educators into their own teaching practices to bring about positive changes in student learning.
2. Quasi-Experimental Designs: Comparative evaluations measuring learning gains between control and treatment cohorts.
3. Qualitative Case Studies: In-depth examinations of student experiences, reflective logs, thematic analyses of student artifacts, or focus group interviews.
4. Longitudinal Pedagogical Studies: Multi-semester investigations tracking skill retention, career readiness, or conceptual development over time.

Comparative Analysis: IJ-SoTL vs. Peer SoTL Journals

Selecting the appropriate target publication is critical for academic impact. The table below compares the International Journal of Scholarship of Teaching and Learning with other prominent journals in the SoTL landscape.

While journals like Active Learning in Higher Education focus strictly on active learning methodologies, IJ-SoTL accepts a broader spectrum of educational investigations. Furthermore, unlike commercial publisher journals that charge steep Article Processing Charges (APCs) for open-access publishing, IJ-SoTL remains 100% diamond open-access, charging no submission or publication fees to authors.

Why Publish in IJ-SoTL? Benefits for Higher Education Faculty

Publishing pedagogical research in IJ-SoTL offers significant advantages for academics seeking to document teaching excellence and build an international research profile.

Benefits of Publishing in IJ-SoTL │ ┌───────────────────────────────┼───────────────────────────────┐ ▼ ▼ ▼ Career Advancement Global Visibility Constructive Peer & Tenure Proof (No Paywalls) Review Feedback

1. Strengthening Tenure and Promotion Portfolios

Modern academic institutions increasingly require faculty to demonstrate scholarly engagement beyond traditional disciplinary research. Publishing in a peer-reviewed journal like IJ-SoTL provides tangible, peer-validated evidence of teaching scholarly quality, supporting promotion and tenure files, grant applications, and teaching award nominations.

2. Maximum Reach via Diamond Open Access

Because IJ-SoTL uses a diamond open-access model, accepted articles are instantly available to educators worldwide without subscription barriers. High visibility leads to increased citations, downloads, and real-world application of your teaching methodologies in classrooms across the globe.

3. Rigorous Double-Anonymous Peer Review

Manuscripts submitted to IJ-SoTL undergo double-anonymous peer review by experienced SoTL practitioners. Authors receive constructive feedback aimed at improving manuscript clarity, methodological grounding, and theoretical contribution, even in cases where revisions are required.

Pros and Cons of Publishing with IJ-SoTL

To decide if IJ-SoTL is the right fit for your research manuscript, consider the following balanced evaluation:

Pros

• Zero Author Costs: No submission or publication fees are required at any stage.
• High Institutional Reputation: Hosted by Georgia Southern University with a established history in the global SoTL community.
• Broad Interdisciplinary Scope: Welcomes submissions from all academic disciplines, provided the focus remains on post-secondary teaching and learning.
• Indexed Accessibility: Fully indexed in major academic databases, ensuring high discoverability through Google Scholar and academic search engines.

Cons

• Scope Limited to Post-Secondary Education: Research focusing exclusively on primary (K-12) or secondary education is outside the journal's domain.
• Competitive Acceptance Rates: High submission volumes necessitate strict selectivity regarding methodological rigor and theoretical framing.
• Bi-annual Publication Frequency: Articles are published in dedicated issues twice a year, which may involve waiting periods between acceptance and formal issue assignment.

How to Submit Your Research to IJ-SoTL: Step-by-Step Guide

Submitting your manuscript to the International Journal of Scholarship of Teaching and Learning requires careful preparation to align with the journal's editorial standards. Follow this structured process to maximize your chance of acceptance.

Step 1: Ensure Ethical Compliance and IRB Approval

SoTL research involves studying human participants—specifically, your students. Before submitting, ensure your study has received approval or an official exemption from your institution's Institutional Review Board (IRB) or Human Research Ethics Committee (HREC). Informed consent procedures and student data anonymization must be documented within your paper.

Step 2: Structure Your Manuscript According to SoTL Standards

IJ-SoTL manuscripts must move beyond casual anecdotal teaching reflections. Ensure your paper includes:

• Clear Research Questions: What specific pedagogical problem or learning outcome are you investigating?
• Theoretical Framework: How does your study build upon existing higher education literature and learning theories (e.g., Constructivism, Bloom’s Taxonomy, Self-Determination Theory)?
• Data Collection & Analysis: Comprehensive detail regarding qualitative metrics (surveys, focus groups, work samples) or quantitative metrics (pre/post tests, statistical significance).
• Actionable Implications: Practical recommendations for how other educators can adapt your findings in their own courses.

Step 3: Format the Manuscript

Review the submission guidelines hosted on the Georgia Southern University Digital Commons portal. Format text, references, and tables according to current APA (American Psychological Association) style guidelines. Remove all identifying author names, institutional affiliations, and self-identifying acknowledgments to maintain the integrity of the double-anonymous review process.

Step 4: Submit Online via Digital Commons

Create an author account on the IJ-SoTL Digital Commons submission portal. Upload your blind manuscript along with a separate title page containing author details, abstract, keywords, and any supplementary materials (such as survey instruments or rubrics).

Frequently Asked Questions (FAQ)

Is the International Journal of Scholarship of Teaching and Learning peer-reviewed?

Yes. IJ-SoTL utilizes a double-anonymous peer review process. Both reviewers and authors remain anonymous throughout the evaluation to ensure objective, impartial assessment of scholarly merit.

Does IJ-SoTL charge Article Processing Charges (APCs) or publication fees?

No. IJ-SoTL operates as a diamond open-access journal. It charges zero submission fees, publishing fees, or page charges to authors, making it accessible to scholars worldwide.

What is the primary focus of IJ-SoTL?

The journal focuses exclusively on the Scholarship of Teaching and Learning (SoTL) within higher education (undergraduate, graduate, and professional tertiary education). It does not publish research focused on K-12 schooling unless direct implications for post-secondary teacher preparation are clearly established.

What citation style does IJ-SoTL use?

IJ-SoTL strictly adheres to the Publication Manual of the American Psychological Association (APA Style) for citations, references, headings, and manuscript layout.

Who publishes the International Journal of Scholarship of Teaching and Learning?

IJ-SoTL is published bi-annually by Georgia Southern University through its Center for Teaching Excellence and Digital Commons repository infrastructure.

Advance Your Pedagogical Research Today

Whether you are an experienced SoTL researcher or a discipline-based faculty member evaluating your first classroom intervention, the International Journal of Scholarship of Teaching and Learning provides an ideal platform to share your evidence-based insights. By documenting your teaching innovations through rigorous inquiry, you contribute to global higher education reform while advancing your professional research profile. Visit the official IJ-SoTL portal on Georgia Southern University's Digital Commons to review current articles and prepare your manuscript submission.