Article Type

Manuscript Types & Scientific Article Requirements

Article Types

Sinergi International Journal of Education prioritizes original research that demonstrates clear scientific novelty, methodological rigor, and a substantive contribution to teaching and learning, curriculum and instruction, educational technology, assessment and evaluation, teacher education, educational leadership, inclusive education, higher education, learning innovation, educational policy, and related fields.

ORIGINAL RESEARCH PRIORITY NOVELTY REQUIRED NON-RESEARCH TYPES LIMITED

The journal gives priority to original research articles. Review articles, case studies, and short communications are accepted selectively when they are strongly aligned with the journal's Focus and Scope and provide clear theoretical, empirical, pedagogical, technological, managerial, or policy contributions to education.

Core Scientific Requirements

Regardless of manuscript type, articles should demonstrate the following core elements:

✓ Clear educational problem and significance ✓ Adequate state of the art
✓ Explicit research gap / novelty justification ✓ Clearly stated research objective
✓ Appropriate quantitative, qualitative, mixed, experimental, or evaluative method ✓ Findings, analysis, and conclusion supported by evidence
Editorial Priority: Manuscripts without a clear state of the art, research gap or justification of novelty, explicit research objective, and appropriate educational research design or evaluation may receive lower editorial priority or be returned before peer review.
1 Original Research Article PRIMARY TYPE

Original Research Articles are the primary and preferred manuscript type. They must report original findings derived from a systematic research process and demonstrate a clear contribution to educational theory, teaching and learning, curriculum, assessment, teacher education, educational technology, leadership, or educational policy.

Required characteristics:

  • Relevant educational, pedagogical, institutional, technological, or policy background and clearly defined research problem;
  • Adequate review of current scholarship, educational approaches, technologies, or state of the art;
  • Explicit identification of the research gap;
  • Clear justification of novelty or scientific contribution;
  • Explicit research objective(s), research question(s), or hypotheses where appropriate;
  • Appropriate and sufficiently described quantitative, qualitative, mixed-method, experimental, quasi-experimental, survey, case-study, classroom-action, design-based, evaluation, or other relevant educational research method;
  • Clear description of learners, teachers, institutions, sampling, instruments, interventions, learning materials, assessment procedures, variables, and analytical methods where applicable;
  • Clear presentation of findings supported by appropriate statistical, qualitative, behavioral, assessment, observational, or institutional evidence;
  • Critical analysis and comparison with relevant educational theories, pedagogical frameworks, technologies, and previous research; and
  • Conclusion that directly responds to the research objective and explains relevant pedagogical, curricular, technological, institutional, managerial, or policy implications.
Recommended Structure:
Introduction → Methods → Results → Discussion → Conclusion → Declarations → References
2 Review Article SELECTIVE

Review Articles are considered selectively and must provide a comprehensive, critical, and original synthesis of a clearly defined body of literature in teaching and learning, curriculum, educational technology, assessment, teacher education, educational leadership, inclusive education, higher education, educational policy, or related fields.

A high-quality review article should:

  • Present a clearly defined review question or analytical objective;
  • Explain the literature-search and selection approach;
  • Use adequate, relevant, and sufficiently current references;
  • Critically compare previous educational theories, pedagogical approaches, instructional models, technologies, interventions, and empirical findings;
  • Identify inconsistencies, methodological limitations, implementation barriers, learning challenges, technological developments, and research gaps;
  • Provide original analysis or synthesis by the authors; and
  • Develop a research agenda, conceptual framework, educational model, pedagogical synthesis, or substantive conclusion.
Not Acceptable: A literature review that only summarizes previous educational studies, teaching methods, technologies, curricula, or publications without critical analysis, synthesis, or an original scholarly contribution.
3 Educational Case Study LIMITED

Educational Case Studies are considered when the case provides significant scientific, pedagogical, institutional, technological, curricular, managerial, or policy relevance and offers transferable insights for educational theory or practice.

An Educational Case Study must include:

✓ Clear educational research or evaluation objective ✓ Case-selection and contextual justification
✓ Appropriate pedagogical, qualitative, quantitative, or evaluative approach ✓ Findings and substantive evaluation
✓ Comparison with relevant educational literature or frameworks ✓ Clear pedagogical, institutional, technological, or policy contribution
Not Acceptable: Purely descriptive classroom activities, school profiles, teaching experiences, curriculum descriptions, or educational-program narratives without a clear research objective, systematic methodology, evaluation, analytical interpretation, and scholarly contribution.
4 Short Communication LIMITED

A Short Communication presents concise but important original findings, emerging learning evidence, preliminary educational interventions, instructional innovations, assessment findings, technology-enhanced learning results, teacher-development insights, or timely educational issues relevant to the journal's scope.

Although shorter than a full Original Research Article, a Short Communication must still contain sufficient scientific and educational substance and demonstrate a clear contribution to educational knowledge or practice.

Minimum Scientific Elements:
Objective Method Results Educational Evaluation Conclusion

Manuscript Type Priority

Manuscript Type Journal Priority Main Requirement
Original Research Article HIGH Original findings + state of the art + research gap + novelty + educational analysis
Review Article SELECTIVE Comprehensive review + current references + critical synthesis + original analysis
Educational Case Study LIMITED Objective + case justification + educational method + evaluation + scholarly contribution
Short Communication LIMITED Concise but complete evidence, educational evaluation, and pedagogical relevance

Manuscripts Not Considered

  • Purely descriptive educational articles without substantive analysis;
  • Opinion articles without a clear scholarly method or evidence base;
  • Literature summaries without critical synthesis;
  • Teaching activity or classroom-practice descriptions without systematic research or evaluation;
  • Lesson-plan, curriculum, or instructional-material descriptions without implementation evidence and analytical evaluation;
  • Educational-technology or learning-media studies that only describe product development without adequate validation, usability, learning-outcome, or effectiveness evaluation;
  • Student or teacher surveys that only report frequencies or percentages without clear theoretical framing and substantive analysis;
  • Learning-outcome studies without clear assessment procedures, appropriate comparison, analytical methods, and educational interpretation;
  • Teacher-training or professional-development programs without clearly defined objectives, outcome measures, and evaluation;
  • School, university, or educational-program profiles without a clear research question, methodology, analytical framework, and scholarly contribution;
  • Conference abstracts submitted without substantial development;
  • Articles outside the journal's Focus and Scope;
  • Previously published manuscripts; and
  • Manuscripts simultaneously submitted to another publication.
Editorial Principle

The journal prioritizes original research that advances educational theory, teaching and learning, curriculum, assessment, educational technology, and evidence-based educational practice. Non-original research formats are considered selectively and must demonstrate clear scientific objectives, methodological rigor, analytical depth, originality, meaningful pedagogical or policy implications, and strong alignment with the journal's Focus and Scope.