Journal of Curriculum and Teaching

Journal of Curriculum and Teaching (JCT) is a peer-reviewed journal, published by Sciedu Press. It is devoted to publishing manuscripts in curriculum and instruction, learning and teaching, and related disciplines at global and local levels. The journal is published quarterly (February, May, August and November) in both online and printed versions.

Areas include but not limited to:

  • Curriculum theory
  • Teaching methodology
  • Program innovation
  • Policy development
  • Professional ethics
  • Assessment in education

To facilitate rapid publication and to minimize administrative costs, contributions to Journal of Curriculum and Teaching (JCT) can be submitted via the journal’s online submission system Online Submission or email to jct@sciedupress.com.

For online submission, please register first and then follow the instructions given on the screen. Questions may be addressed to the editorial assistant: jct@sciedupress.com

JCT's Sections:
Original Research, Review Articles, and Case Studies


Information For Authors

 
Interested in submitting to this journal? We recommend that you review the About the Journal page for the journal's section policies, as well as the Author Guidelines. Authors need to register with the journal prior to submitting or, if already registered, can simply log in and begin the five-step process.

Announcements

 

Paper Selection and Publication Process

  

a). Upon receipt of paper submission, the Editor sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/E-mail may be missed. Please contact the Editor in time for that.

b). Peer review. We use double-blind system for peer-review. Both reviewers and authors’ identities remain anonymous. The paper will be peer-reviewed by three experts: one is an editorial staff and the other two are external reviewers. The review process may take 4-10 weeks. In some rare cases, according to the recommendations from editors and reviewers, a second round of peer review may be initiated. Please see a sample of Result of Review.

c). Notification of the result of review by E-mail.

d). The authors revise paper and pay Article Processing Charge (Formatting and Hosting) 1200USD.

e). E-journal in PDF is available on the journal’s webpage, free of charge for download.

  
Posted: 2023-01-01
 

Journal of Curriculum and Teaching Indexed in Scopus

  

We are pleased to announce that Journal of Curriculum and Teaching (ISSN / E-ISSN: 1927-2677 / 1927-2685) has been indexed in Scopus.

  
Posted: 2021-08-05 More...
 

ERIC Metrics Report

  
The top10 visits and downloads for Journal of Curriculum and Teaching indexed in ERIC(period from 01-01-2019 to 01-30-2023)
 
     
 
Title
URL
Visits
Downloads
 
Constructivist Teaching/Learning Theory and Participatory Teaching Methods
https://eric.ed.gov/?id=EJ1157438
802
1,888
 
Achievement of Abraham Maslow's Needs Hierarchy Theory among Teachers: Implications for Human Resource Management in the Secondary School System in Rivers State
https://eric.ed.gov/?id=EJ1157714
303
236
 
Sensory Evaluation as a Tool in Determining Acceptability of Innovative Products Developed by Undergraduate Students in Food Science and Technology at the University of Trinidad and Tobago
https://eric.ed.gov/?id=EJ1157866
561
176
 
Creating Lifelong Learners: Fostering Facilitation, Modeling, & Choice in the Classroom
https://eric.ed.gov/?id=EJ1157585
175
308
 
From an Academician's Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool
https://eric.ed.gov/?id=EJ1175678
170
173
 
Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers
https://eric.ed.gov/?id=EJ1157582
143
250
 
A Research on the Use of Social Media Networks by Teacher Candidates
https://eric.ed.gov/?id=EJ1177411
141
762
 
Researching Gender Professions: Nurses as Professionals
https://eric.ed.gov/?id=EJ1180647
132
192
 
Social Justice, Children's Needs and Rights: An Approach to Planning
https://eric.ed.gov/?id=EJ1157664
498
358
 
Integrated Arts-Based Teaching (IAT) Model for Brain-Based Learning
https://eric.ed.gov/?id=EJ1157523
87
384
 
  
Posted: 2019-07-11
 

Policy Change of Free Print Journals

  

As you are aware, printing and delivery of journals results in causing a significant amount of detrimental impact to the environment. Being a responsible publisher and being considerate for the environment, we have decided to change the policy of offering free print journals for authors.

From July 1, 2018, we will not automatically provide authors free print journals. However, when authors really need free print copies, they are requested to kindly complete an application form to order printed copies. Once approved,  we will arrange print and delivery, for a maximum of two copies per article.  If authors require more than two copies, they are requested to order online at: store.sciedupress.com.

Additionally, we are happy to provide journal’s eBook in PDF format for authors, free of charge. The eBook is the same as the printed version, but it is completely environmentally friendly. Please contact the journal editor to request eBook of the journal’s issues.

We are committed to saving the planet for our future generations.

  
Posted: 2018-01-25
 

INDEX/LIST/ARCHIVE

  
 
Posted: 2016-12-12
 
More Announcements...

Vol 14, No 3 (2025)

Vol. 14, No. 3, August 2025(In Progress)

e-Version FirstTM

Table of Contents

Articles

Empowering Future Teachers: The Effectiveness of Project-Based Learning in Developing Creative Tendencies Among Pre-Service Early Childhood Teachers
Hong-Yan Ling, Jian-Hao Huang
PDF
p1
EFL Students’ Perceptions on Using ChatGPT as an AI Tool for Developing Academic Writing Skills: A Case Study at University College of Haql
Ahmed Khider Ahmed Othman
PDF
p18
Linguistic Diversity in Oman: Analyzing the Influence of Gender and Local Omani Languages on Arabic Writing Proficiency Among Omani Students
Amir Azad Adli Alkathiri, Nayef Jomaa, Badri Abdulhakim Mudhsh, Ghassab Mansoor Al Saqr, Ahmed Ali Alhaddad
PDF
p32
Reflective Group-Based Peer Teaching for Up-Scaling Student Teachers’ Pedagogical Literacy
Achmad Hilal Madjdi, Agung Dwi Nurcahyo, Atik Rokhayani, Muh Syafei
PDF
p45
Hedging and Boosting Sensitivity in EFL Students’ Timed-Handwriting
Muh Syafei, Veronica Triprihatmini, Natthanan Thongmark, Cherry Love B Montales, Achmad Hilal Madjdi, Agung Dwi Nurcahyo, Fitri Budi Suryani, Atik Rokhayani, Farid Noor Romadlon, Rusiana Rusiana, Rismiyanto Rismiyanto
PDF
p56
Students’ Motivation to Learn Science Subjects in Saudi Universities: Gender Dynamics
Saad Zafir Alshehri
PDF
p70
The Development of The Brain-based Learning Instructional Package of Phin Performance for the Isan Folk Music Undergraduates Students
Sarawut Srihakhot, Pongpitthaya Sapaso, Chalemsak Pikulsri
PDF
p83
A Study on the Association between Peer Relationships and Academic Performance in Cooperative Learning in Chinese Middle Schools
Quanli Fu, Juliet A. Demalen, Marissa E. Borines
PDF
p93
Information and Communication Technology (ICT) Skills and the Teaching of Mathematics in Selected South African Schools
Kemi Olajumoke Adu
PDF
p108
Inventive Problem-Solving Skills Effectiveness in RBT Project-Based Learning (PBL)
Tee Tze Kiong, Noor Syuhaili Mohd. Rusly, Nurulwahida Azid, Charanjit Kaur Swaran Singh, Rahmat Azis Nabawi, Muhammad Aris Ichwanto, Andika Bagus Nur Rahma Putra
PDF
p119
Breaking Routines: The Lived Experiences of Solo Parents Navigating Modular Distance Learning in the Philippines
Ananias C. Sabijon, Jr., Gleason B. Parcia
PDF
p131
Interrogating the Disconnect: A Limpopo Province Case Study of Mainstream Educators’ Engagement with Inclusive Education Policies
MD Sepadi, ME Moshia
PDF
p149
Teaching Performance Mediated by Emotional Well-Being: A Systematic Review
Lorena Deysy Miranda Romero, Nesias Ricardo Cerrón Zavala, Fabricio Díaz del Águila, Ana María Cossio-Ale, Enma Sofía Reeves Huapaya
PDF
p163