About the Journal

Aims and Scope

Aims

Journal of Curriculum and Learning Technologies (JCLT-Krisno) aims to be a platform for disseminating high-quality research and evidence-based learning practices. We aim to bridge the gap between learning theory and practice, fostering a collaborative space for academics, teachers, practitioners, and policymakers. JCLT-Krisno emphasizes innovative, inclusive, and culturally responsive approaches to learning, focusing on curriculum development, practice, and learning technologies and addressing challenges and opportunities in diverse learning and schooling contexts, particularly in Indonesia and the global community. In addition, JCLT-Krisno aspires to contribute to advancing knowledge and improving sound curriculum-based learning systems worldwide.

Scope

JCLT-Krisno welcomes original research articles, theoretical reviews, and practical case studies across a broad spectrum of topics in education. Submitted manuscripts should fit into one or more of the following areas:

This journal covers research and development related to curriculum and technology utilization in learning. The main focus includes curriculum design, implementation, and evaluation at various levels of education, both formal and non-formal. The study of technology integration in learning is also interesting, including using digital platforms, app-based learning, artificial intelligence (AI), and interactive multimedia. Other topics include innovations in teaching methodologies, the development of 21st-century skills through technology, and the impact of technology on learning effectiveness. The journal invites article contributions from local, national, and international perspectives to support the development of technology-based education and a curriculum that adapts to changing times.

 

Manuscript Submission Criteria

We invite manuscripts from academics, teachers, researchers, and practitioners worldwide. All manuscripts will undergo a rigorous peer review process to ensure the quality and relevance of the published content. Articles should demonstrate theoretical soundness, methodological rigor, and practical implications, contributing to the global discourse on curriculum and learning technologies.