The International Journal of Education, Learning and Development (IJELD) is a peer-reviewed, multidisciplinary academic journal committed to advancing knowledge, innovation, and policy discourse within the broad field of education. The journal serves as a strategic platform for scholars, educators, researchers, policymakers, and practitioners to disseminate high-quality, impactful research that addresses contemporary educational challenges and opportunities across local, regional, and global contexts. IJELD is founded on the recognition that education is not a static system but a dynamic and evolving ecosystem shaped by social change, technological advancement, cultural realities, and economic transformation. As such, the journal adopts an integrative perspective that connects traditional educational theories with emerging trends in learning sciences, digital education, and human development. The journal particularly prioritizes research that is contextually relevant to Africa and other developing regions, while maintaining global academic standards. By bridging the gap between theory and practice, IJELD aims to influence educational policy, improve instructional practices, and contribute meaningfully to the development of sustainable and inclusive learning systems. Through rigorous peer review and ethical publishing standards, the journal ensures the credibility, originality, and scholarly contribution of all published works. It welcomes empirical studies, theoretical papers, policy analyses, case studies, and interdisciplinary research that push the boundaries of knowledge in education and learning.

The International Journal of Education, Learning, and Development (GJELD) aims to provide a robust intellectual platform for the publication of high-quality research that enhances understanding, informs practice, and drives innovation in education, learning processes, and human development. The journal’s mission is to promote evidence-based research that improves educational systems and outcomes, encourages innovative and transformative ideas in teaching, learning, and policy, and supports the development of context-sensitive educational solutions, particularly within African and emerging economies. It also seeks to foster interdisciplinary dialogue, connecting education with technology, psychology, sociology, economics, and development studies, while contributing to global knowledge production and amplifying underrepresented academic voices.

IJELD has a broad and inclusive scope, covering both established and emerging areas within education and related disciplines. It is particularly interested in core educational fields such as curriculum studies and instructional design, educational management and leadership, teacher education and professional development, educational psychology and learning theories, measurement, evaluation, and assessment, as well as guidance and counseling. The journal also emphasizes contemporary and emerging areas including educational technology and e-learning, artificial intelligence in education, digital literacy and online learning environments, innovation in pedagogy and learning systems, and education policy and reform.

In addition, IJELD covers comparative and international education, inclusive and special needs education, gender and education, education for sustainable development, lifelong learning and adult education, and interdisciplinary and applied research. The journal is committed to exploring the sociology of education, economics of education, education and public health, education and national development, as well as technical and vocational education and training (TVET). Through this wide-ranging approach, IJELD strives to contribute to a deeper understanding of education's role in society, supporting both theoretical and practical advancements in the field.