About the Journal

The Journal of Studies in Science and Mathematics Education (JOSSME) is a peer-reviewed, multidisciplinary scholarly platform dedicated to advancing research and practice at the intersection of science, mathematics, engineering, technology, education, policy, and professional practice. JOSSME is a publication of the Department of Science Education at Ahmadu Bello University, Zaria. The journal is positioned as a bridge between theory and application, providing a space where rigorous academic inquiry informs real-world educational challenges and innovations.

JOSSME attracts contributions from a diverse and international community of scholars, including researchers, teacher educators, policymakers, and practitioners from universities, research institutes, teacher training colleges, and industry-related educational units. Submissions reflect broad institutional diversity, encompassing authors from both developed and developing contexts, thereby ensuring representation of varied educational systems, cultural perspectives, and policy environments. This diversity strengthens the journal’s commitment to inclusive knowledge production and the global relevance of published work.

The journal particularly encourages collaborative and interdisciplinary submissions that integrate insights across domains such as STEM education, educational technology, curriculum studies, and policy analysis. By fostering cross-institutional and cross-national dialogue, JOSSME contributes to the development of context-sensitive yet globally informed educational practices.

Aims and Scope of the Journal

Aims

The aims of the Journal of Studies in Science and Mathematics Education (JOSSME) are to:

  1. Promote and disseminate high-quality, original research that advances knowledge in science and mathematics education and related interdisciplinary fields.
  2. Provide a rigorous intellectual forum for the exchange of ideas among researchers, educators, policymakers, and practitioners across diverse institutional and geographical contexts.
  3. Foster the development of innovative theoretical frameworks, empirical studies, and practice-oriented insights that enhance teaching, learning, and assessment in science and mathematics.
  4. Support the integration of emerging technologies, engineering practices, and policy perspectives into science and mathematics education.
  5. Encourage research that addresses contemporary educational challenges and informs evidence-based decision-making in policy and practice.

Scope of the Journal

JOSSME welcomes submissions that explore a wide spectrum of issues related to science and mathematics education, broadly defined to include interdisciplinary connections with engineering, technology, and educational policy. Areas of interest include, but are not limited to:

  1. Curriculum design, development, and instructional practices in science and mathematics
  2. Teacher education, capacity building, and professional development across STEM disciplines
  3. Assessment, measurement, and evaluation in science and mathematics education
  4. Teaching and learning at all educational levels (primary, secondary, tertiary, and lifelong learning contexts)
  5. Integration of digital technologies, artificial intelligence, and innovative tools in STEM education
  6. Educational policy, reform, governance, and their implications for science and mathematics teaching and learning
  7. Sociocultural, economic, and equity issues influencing participation and achievement in STEM education
  8. Historical and philosophical perspectives in science and mathematics education
  9. Cognitive, metacognitive, and psychological processes underpinning learning in science and mathematics
  10. Interdisciplinary and applied research linking science and mathematics education with engineering practice and technological innovation

The journal particularly values studies that demonstrate methodological rigour, theoretical depth, and practical relevance, as well as those that contribute to bridging the gap between research, policy, and classroom practice.