Etr&d-Educational Technology Research and Development
Leading citation impact metric from Clarivate Journal Citation Reports
128 papers with at least that number of citations each
State Council for Professorship (HĐGSNN) Scoring
Quyết định số 26/QĐ-HĐGSNN ngày 11/7/2025 (Mục quốc tế)
HĐGSNN Score History
By article publication year| Year | Max Score | Evaluation Details | Source |
|---|---|---|---|
| 2026 | 3.00đ | WoS Q1 có IF ≥ 5.0(IF: 5.6) | 🔵 Computed |
| 2025 | 2.50đ | WoS Q1 có IF ≥ 3.0(IF: 4.2) | 🔵 Computed |
| 2024 | 2.50đ | WoS Q1 có IF ≥ 3.0(IF: 3.3) | 🔵 Computed |
| 2023 | 3.00đ | WoS Q1 có IF ≥ 5.0(IF: 5) | 🔵 Computed |
| 2022 | 3.00đ | WoS Q1 có IF ≥ 5.0(IF: 5.58) | 🔵 Computed |
Note: Domestic journal scores are officially collected from annual HĐGSNN decisions across councils. International journal scores are dynamically computed according to Decision 26/QĐ-HĐGSNN based on quartile and citation metrics in the publication year.
Aims & Scope
Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions. The Cultural and Regional Perspectives Section (formerly International Review) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context. Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.
SCImago & Scopus Journal Intelligence
Global SCImago ranking, SJR prestige index, Scopus coverage, and societal policy impact
Weighted prestige citation metric per document indexed in the Scopus database.
Measures cumulative publication volume and citation impact.
Average citations received per document published in the 2-year window.
Estimated Article Processing Charge for Open Access publication.
Scopus 3-Year Publication & Citation Window
Aggregated from Scopus database across the 3-year SJR evaluation window.
Societal Impact & Inclusivity (SCImago)
Citations in government and international policy documents
Percentage of female authors published in the journal
Real-world societal policy reach and author gender diversity tracked by SCImago.
Scopus Subject Categories
Chinese Academy of Sciences (CAS) Classification
Major / minor zone classification and CAS Early Warning List history
Publishing & Editorial Information
Detailed publisher, peer-review turnaround, and publication cycle specifications
WoS Categories & Quartiles
Detailed JCR / JCI category rankings and quartile breakdown from Clarivate
| Category | Index | Rank | Quartile |
|---|---|---|---|
EDUCATION & EDUCATIONAL RESEARCH | JCRSSCI | 37/760 | Q1 |
EDUCATION & EDUCATIONAL RESEARCH | JCISSCI | 23/762 | Q1 |
Annual Historical Statistics & Publications
Track annual publication volume, total citations, and Impact Factor evolution
| Year | Impact Factor | Articles / Year | Total Citations |
|---|---|---|---|
| 2026 | — | 132 | 52 |
| 2025 | 4.2 | 135 | 784 |
| 2024 | 3.3 | 120 | 2,033 |
| 2023 | 5 | 147 | 3,019 |
| 2022 | 5.58 | 110 | 3,268 |
| 2021 | — | 167 | 4,949 |
| 2020 | — | 170 | 9,560 |
| 2019 | — | 92 | 6,622 |
| 2018 | — | 72 | 5,254 |
| 2017 | — | 62 | 3,221 |
| 2016 | — | 84 | 6,660 |
| 2015 | — | 54 | 3,241 |
Journal Metrics & Citation Visualizations
Impact Factor Trend (2018–2024)
Clarivate IF trend for Etr&d-Educational Technology Research and Development
Total Cites vs Self-Cites
Evaluation of scholarly independence and citation reach
Citations per Document
Citation metric windows across 2, 3, and 4 years
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