Scope

The 'Docens Series in Education' is a peer-reviewed, fully open-access journal that provides an advanced platform for the publication of rigorously conducted, methodologically sound systematic reviews, meta-analyses, and evidence syntheses that contribute to the body of knowledge and promote evidence-based decision-making across academia, policy, and practice.

• Teaching and Education: Interdisciplinary articles on Teaching, Education, and Learning, Pedagogical interventions, curriculum evaluations, and social policy reviews.

• Methodology: Novel or comparative methods for literature searching, bias assessment, data synthesis, living reviews, and network meta-analysis.

• Reporting and Ethics: Guidelines development, publication bias, transparency, and reproducibility in evidence synthesis.

The Docens Series in Education welcomes original articles, protocols, methodological papers, and short communications in areas including but not limited to: Manuscripts should adhere to current reporting standards (e.g., PRISMA, MOOSE) and demonstrate clear relevance to policy, practice, or further research. Submissions integrating stakeholder perspectives, including data sharing or the exploration of open-science approaches, are especially encouraged.

Aims

The Docens Series in Education aims to:

• Publish High-Quality Evidence Syntheses: Showcase rigorous, transparent systematic reviews, meta-analyses, scoping reviews, and methodological studies that set benchmarks for reproducibility and reporting.
• Promote Methodological Innovation: Encourage advances in search strategies, risk-of-bias assessment, data mining, automation tools, and reporting guidelines (e.g., PRISMA extensions).
• Facilitate Knowledge Translation: Bridge research and practice by spotlighting systematic reviews that inform policy guidelines, innovative techniques, educational curricula, or technology adoption.
• Cultivate a Global Community: Engage teachers, researchers, librarians, and policy-makers through special issues, tutorials, and open debates on emerging challenges in evidence synthesis.

Open-Access Policy