The Journal of Learning Development in Higher Education (JLDHE) is a quarterly publication, aimed at those interested in all aspects of how learning is facilitated and how it is experienced by students in higher education, in the UK and internationally. We publish four regular issues in March, June, September, and December, alongside special issues that are guest edited.
We welcome submissions that explore how students learn, succeed in, and make sense of higher education through original research, reviews and commentary on topics that include (and are not limited to):
- Student learning and development
- Equality, diversity and inclusion in education
- Teaching and learning methodologies
- Curriculum and programme design
- Technology in education, including the impact of generative AI
- Assessment and evaluation
- Learning Development practices and pedagogies
- Learning Development structures and management
- Student engagement and success
As an interdisciplinary journal with an international audience, JLDHE aims to reflect the diverse perspectives and voices of the higher education community, including those of marginalised and underrepresented groups. We support both new and established writers in contributing valuable scholarship through texts that clearly articulate the context and transferability of the practices and theories explored. We seek submissions that demonstrate not only an author’s expertise within their discipline but also their ability to communicate effectively with a diverse academic and professional readership. For this reason, we discourage articles written exclusively for specialist audiences or those that rely heavily on specialised terminology or complex statistical techniques.
To ensure your submission falls within our remit, please note that while we welcome research grounded in specific subject disciplines, all papers must focus on the facilitation of student learning and offer insights that are transferable across the wider sector. We do not publish research centred on school-level education, broad staff-development initiatives (unless directly relevant to the Learning Development profession), or descriptive evaluations of local initiatives that do not engage with wider theoretical perspectives.
JLDHE is published by the Association for Learning Development in Higher Education (ALDinHE). The Journal recognises Learning Development as a distinct, impact-rich field of knowledge and practice in the area of the Scholarship of Teaching and Learning characterised by five key values:
- Working in partnership with students and staff to make sense and get the most out of HE
- Embracing and respecting diverse learners through critical pedagogy and practice
- Adapting, sharing and advocating effective learning development practice to promote student learning
- Commitment to a scholarly approach and research related to Learning Development
- Critical self-reflection, on-going learning and a commitment to professional development
JLDHE is published online using Open Journal Systems and is listed in Scopus, the Directory of Open Access Journals, Google Scholar, as well as linked to CrossRef. It is included in the Society for Research into Higher Education publications: Research into Higher Education Abstracts and Educational Research Abstracts. JLDHE is also in the index of British education journals, the BEI and articles are listed in VOCEDplus.
Open Access Statement
This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. JLDHE does not charge authors submission fees or article processing fees.
If you would like to register to become a reader, author and reviewer, click on the ‘Register’ link at the top right of the JLDHE platform site.