About the Journal of Digital Pedagogy – Journal of Digital Pedagogy

The Journal of Digital Pedagogy aims to advance the scientific understanding of digital pedagogy as a distinct yet integral component of educational sciences, focusing on the rigorous study of how digital technologies can be effectively integrated into teaching and learning processes. The journal seeks to bridge the gap between pedagogical theory and digital practice by publishing research that examines the design, implementation, and evaluation of educational situations with significant digital technology components. The journal emphasizes a critical pedagogical perspective that approaches digital tools thoughtfully, investigating not only when and how to use digital technologies in education, but equally important, when not to use them. The journal is committed to developing educators’ capacity to create effective, contextually appropriate educational experiences that leverage the transformative potential of digital technologies while remaining grounded in established pedagogical principles.

Scope. The Journal of Digital Pedagogy encompasses a broad conceptual area that includes computer-assisted training, technology-mediated pedagogy, virtual learning environments, digital curriculum development, e-learning, online pedagogy, and hybrid educational approaches. The journal publishes studies analyzing synchronous and asynchronous interactions in virtual and mixed learning environments, learning management platforms and tools, digital educational resources, educational applications of various digital technologies, virtual assistants for learning and teaching, teachers’ digital competencies, and relevant educational policies and programs. Recognizing digital pedagogy as fundamentally pedagogical rather than merely technological, the journal particularly values research that demonstrates authentic pedagogical innovation — educational situations that cannot be transposed back to analog environments without losing their essential character. The scope extends to examining the intersection of digital pedagogy with open pedagogy, critical pedagogy, and innovative pedagogical approaches, while maintaining focus on the fundamental question of how digital technologies contribute to educational effectiveness and efficiency.

Frequency: One volume per year; articles can be submitted at any time.

Fees: The journal operates on a no-fee model. Authors are not charged for submission, peer review, publication, or any other editorial services.

Indexed in: ERIH Plus, Sherpa Romeo, Crossref

Backup/ archived in: OpenAIRE, Zenodo, Internet Archive

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Open Access

The Journal of Digital Pedagogy is a fully open-access periodical following the BBB definition (Budapest-Bethesda-Berlin), which means that all articles are available online immediately upon acceptance and publication, without any financial or access barriers. All content is distributed under CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
» More: Open Access Statement

Copyright Policy

Authors retain the full copyright of their work. The copyright remains exclusively with the author(s) of the published material.
» Full JDP copyright policy

Ethics Policy

Authors must guarantee that the submitted manuscript was originally written by them. The work must not have been published previously or be under consideration for publication elsewhere. If the work and/or words of others are included, they must be appropriately cited or quoted. Authors must make a clear statement about the originality of their work. Editors will scan each submitted manuscript with the plagiarism detector software; in any case of fraud or misconduct, the submission will be rejected.
» Full JDP ethics policy

Peer Review Policy

The Journal of Digital Pedagogy employs a rigorous double-blind peer review process to ensure the quality, originality, and scholarly merit of all published research. This policy outlines the procedures, timelines, and standards that guide our peer review process, ensuring transparency, fairness, and academic excellence in all editorial decisions.
» Full JDP peer review policy

Repository Policy

Authors are encouraged to deposit any version of their paper in an institutional or thematic repository.

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Founding Editors & Governing Body:

dr. Olimpius Istrate (University of Bucharest)
Doru Ștefănescu (Social IT)
dr. Simona Velea (National University of Political Studies and Public Administration)
dr. Ciprian Ceobanu (Alexandru Ioan Cuza University)

Editorial board of JDP »

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The Journal of Digital Pedagogy is edited in partnership by: