Open Access Journals in Educational Technology

If you want to make your research more accessible by publishing open access, luckily, there are plenty of options to choose from in the field of Educational Technology and Distance Education. I’ve compiled a list of open-access journals in our field alongside some information that may help you make a decision about where to submit your research. All journals in this list are free in the sense that they (a) charge no article processing fees and (b) are open access with no paywall for readers. This is sometimes called diamond open access. I focus on diamond open-access journals to showcase these great outlets in support of their mission to provide research to the public without paywalls. However, unfortunately, some of the journals I’ve had in the list for many years have recently changed their business models and now ask for APCs. I have not decided whether I should thus exclude them yet, so for now they remain in the list with an accompanying note reporting their APC fees. Below is a table displaying all included journals, ordered according to their 2022 CiteScore (highest first). Click on the journal shorthand or scroll down for information about scope, submission criteria, copyright, publication frequency, Impact Factor, etc.

I’ll keep updating and maintaining this list. Please let me know if you find mistakes or something missing.

Journal	2022 CiteScore
ETHE	15.3
NAER*	9.4
LLT	9
ET&S	8.7
JLA	8.7
OLJ	7.4
AJET	6.9
RPTEL	5.9
IRRODL	5.6
CET*	5.5
JIME	5.3
RLT	5.2
FLR	4.5
TOJDE	3.3
DER	2.8
Je-LKS	2.2
JEO	2
EURODL	n/A
PJTEL	n/A
Asian JDE	n/A
OP	n/A
STEL	n/A
IJET	n/A
CITE	n/A
OTESSA	n/A
EJIMED	n/A

List of all included journals alongside their most recent CiteScore. Click on journal shorthand to skip to the relevant section. Journals with * (currently?) require APCs.

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International Journal of Educational Technology in Higher Education (ETHE)

CiteScore 2022: 15.3 (2021: 11.8)

Impact Factor 2022: 8.6 (Q: 1)

Publication schedule: continuous publication, no issues

Copyright: CC BY 4.0

Despite being around since 2004, the journal has sharply increased in visibility since changing its name and being picked up by Springer Open in 2015. Edited by Josep M. Duart, Alvaro Galvis, Mairéad Nic Giolla Mhichíl, and Airina Volungevičienė, this journal doesn’t publish issues but volumes with around 40+ papers. Be aware of this when citing the journal, as you will be citing [volume number]:[article number]. Also, this journal publishes topical collections that are similar to special issues and have the regular ingredients: a theme, special issues editors, and a thematic editorial. The journal recommends publishing your data alongside the paper, but this isn’t a must. ETHE is also active on Twitter, regularly tweeting new articles and interesting links, so you can be sure that your paper will reach an audience. When looking at any article from a recent volume, you’ll see that these papers are accessed *a bunch*, with almost every article having 1000+ views and some of them much more (up to 6k). I’d say these are big numbers for a relatively specialized scholarly journal, which just goes to show the benefits of open access and an active social media account.

Journal of New Approaches in Educational Research (NAER)

CiteScore 2022: 9.4 (2021: 7.6)

Impact Factor 2022: 4.5 (Q: n/A)

Publication schedule: 2 issues per year (January & July) + “in press” section

Copyright: CC-BY-NC-ND 3.0

Note: No longer diamond open access. APC: 2490$

NAER, previously published by the EDUTIC-ADEI research group from the University of Alicante (Spain), is now part of Springer Nature. In an Editor’s Note, the editors-in-chief Rosabel Roig-Vila and Santiago Mengual-Andrés briefly relate the history of the journal and report on this recent change. While it was still self-published, NAER has already gained much traction and an increasingly international audience. Similar to ETHE, I expect that the move to Springer will further increase the visibility of the journal. Unfortunately, in this case, the move also means that this is no longer a diamond open access journal. Upon acceptance, authors will be asked to pay article processing charges. Formerly stand-out features of the journal like infographics, videoabstracts, and the ability to submit papers in Spanish language seem no longer available. In terms of scope, NAER has a broader scope than many other journals in this list, but the “new approaches” aspect of its scope yields a healthy dose of Educational Technology research. While the acceptance rate previously was ca. 10%, these recent changes will likely influence the number of submissions.

Language Learning & Technology (LLT)

CiteScore 2022: 9.0 (2021: 6.4)

Impact Factor 2022: 3.8 (Q: n/A)

Publication schedule: continuous publication, one issue per volume (exception: special issues)

Copyright: CC BY-NC-ND 4.0

Published chiefly by the National Foreign Language Resource Center (NFLRC) and edited by Dorothy Chun and Trude Heift, Language Learning & Technology is interested in manuscripts related to technology-supported foreign and second language learning and teaching. The journal usually publishes one or two special issues per year. Aside from empirical and review articles, each issue has regular columns with their own editors. Further, LLT publishes several media reviews in each issue. Regular and review articles should be up to 8.5k words, whereas so-called Forum articles should not exceed 5k words. LLT asks authors to anonymize their manuscripts for peer review in a slightly different manner from other journals in the field. Instead of replacing names with “author” or “blinded” authors should refer to themselves in 3rd person, as they would refer to other authors. According to reported statistics, LLT’s acceptance rate for 2021 was around 12%.

Journal of Learning Analytics (JLA)

CiteScore 2022: 8.7 (2021: 6.0)

Impact Factor 2022: 3.9 (Q: n/A)

Publication schedule: 3 issues per year

Copyright: CC BY-NC-ND 3.0 

Focusing on the field of learning analytics, JLA is published by the Society for Learning Analytics Research (SoLAR). Editors are Rebecca Ferguson, Olga Viberg, Hassan Khosravi, and Vitomir Kovanović. Notably, most issues have a specific research theme, although there will also be regular articles. Besides research articles, JLA also publishes data and tool reports, practical reports, commentaries, and extended papers from the annual LAK conference. Please note that JLA has an author contribution statement that deviates from what is the norm in some other fields. Here, all three criteria – contribution, writing, approval – must be met to qualify as an author, instead of only one of these criteria, which may exclude the occasional senior author.

Online Learning Journal (OLJ)

CiteScore 2022: 7.4 (2021: 5.7)

Impact Factor 2022: 4.0 (Q: n/A)

Publication schedule: quarterly

Copyright: CC BY 4.0

Formerly known as Journal of Asynchronous Learning Networks, OLJ is edited by Peter Shea, and it is the official journal of the Online Learning Consortium. Focusing specifically on learning in online environments, a given issue in OLJ will have between 15 and 20 papers, sometimes subdivided into thematic sections. Frequently, issues will include selected proceeding articles, for example, from AERA’s Online Learning and Teaching SIG. Submissions should be between 6k and 8k words. The submission-to-published-items ratio for 2021 suggests an acceptance rate of 12%.

Australasian Journal of Educational Technology (AJET)

CiteScore 2022: 6.9 (2021: 5.9)

Impact Factor 2022: 4.1 (Q: 1)

Publication schedule: 6 issues a year, early release

Copyright: CC BY-NC-ND 4.0

AJET is edited by Linda Corrin, Gwo-Jen Hwang, Jason M. Lodge, and Kate Thompson. Although not specifically indicated in the title, the journal primarily concerns post-secondary education, so K-12 papers will usually not be sent out for peer review. Speaking of peer review, AJET has an unusual two-stage process, in that submitted manuscripts will first undergo review by a lead editor before being sent out to the peer-reviewers, as opposed to a mere screening by the editor. AJET has an early release section so that your manuscript is accessible as soon as it has been through peer review, copyedit, and formatting. This way, your manuscript can be cited before it is released in an issue. Submissions are expected to be within the usual 5k to 8k word limit. According to the about section, average time from submission to publication is 9 months.

Research and Practice in Technology-Enhanced Learning (RPTEL)

CiteScore 2022: 5.9 (2021: 5.3)

Impact Factor 2022: 3.2 (Q: n/A)

Publication schedule: continuous publication

Copyright: CC BY 4.0

The official journal of the Asia-Pacific Society for Computers in Education (APSCE), RPTEL is an up-and-coming journal looking for contributions from researchers and practitioners worldwide, but specifically encouraging reports from the Asia-Pacific region. Although the journal has been around since 2006, its visibility has sharply increased since 2015 by being published open access with SpringerOpen. As of recently, RPTEL is again published by APSCE. I am curious to see how this will affect the visibility and development of the journal. RPTEL publishes four article types, research articles, case studies, reviews, and letters to the editor, with no mention of word limits. The journal has been the main venue for research on IDC Theory, a new framework specifically addressing Asian education. The RPTEL reports a submission-to-first-decision time of 38 days.

Journal of Educational Technology & Society (ET&S)

CiteScore 2022: 5.8 (2021: 7.2)

Impact Factor 2022: 4.0 (Q: 1)

Publication schedule: quarterly

Copyright: CC BY-NC-ND 3.0

After a brief hiatus, the (former) heavy-hitter of Open Access Educational Technology journals is back, now with a new editorial team and supported by the National Yunlin University of Science and Technology. A hallmark of the journal is the frequency of their special issues, such that most issues will have a specific topic but there will also be regular non-topical issues. However, it appears that this practice has changed recently, as all issues in the 2020 volume are without a special topic. The aims and scope of the journal are currently a bit unclear regarding which papers will be sent out to peer-review: “However, papers with only descriptions of the results obtained from one hit-and-run and short-term study or those with the results obtained from self-report surveys without systematic or empirical data or any analysis on learning outcomes or processes are not favorable to be included in ET&S.” The usual word limit of 8000 is mentioned in the author guidelines and potential authors are provided with a submission template.

International Review of Open and Distributed Learning (IRRODL)

CiteScore 2021: 6.1 (2020: 5.8)

Impact Factor 2022: 3.4 (Q: 2)

Publication schedule: continuous batch publication, 4-7 issues, max. of 40 articles per year

Copyright: CC BY 4.0

Edited by Rory McGreal, this open-access journal is primarily concerned with open and distributed (i.e. distance) learning, but is not restricted to research from these domains. Frequently, you’ll also find field reports and technical notes. In the past years, there seems to have been a dramatic increase in submissions, resulting in a long backlog of submissions and prompting the journal to stop accepting submissions for a few months in 2018. Accepted papers cannot be read and cited until they appear in their designated issue, as there is no “in press” or “online first” section on the website. Additionally, there has been a change in submission criteria. IRRODL is no longer accepting submissions that do not specifically address “objective” dependent variables like achievement, performance, or retention, as explained in the here and here. IRRODL will publish a total of 40 research papers per year, excluding other manuscript types. Word limit lies at 7000 words, including references etc.

Contemporary Educational Technology (CET)

CiteScore 2022: 5.5 (2021: 4.2)

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: quarterly

Copyright: CC BY 4.0

Note: No longer diamond open access. APC: 950€

Contemporary Educational Technology has an international editorial office and a strong editorial board. CET seeks contributions in the area of Educational Technology and Instructional Design and invites the usual submission types as well as book reviews, interviews, and commentaries. Similar to TOJDE, CET also has a rule stating that, within any given 24-month period, (co-)authors can only publish two articles, apparently to ensure diversity of authors and topics. Although the journal accepts submissions with up to 8k words, a length of 5k is particularly welcome. The author guidelines report a modal submission-to-publication timeline of 3 to 7 months. However, a brief glance at the July 2020 issue suggest an even speedier handling of manuscripts, with 4 out 5 the five articles being accepted within 1 month (!) after submission. This may be explained by what is referred to as Fast Track Review and Publication, a feature that I haven’t encountered, where in essence you pay a nominal fee of 985 Euro for a speedier progression through the process *if* the manuscript is accepted. [Edit: Fast track procedure seems no longer available as of early 2022]. According to the journal metrics, the current acceptance is at 17%.

Journal of Interactive Media in Education (JIME)

CiteScore 2022: 5.3 (2021: 3.5)

Impact Factor 2022: 3.0 (Q: n/A)

Publication schedule: continuous publication, no issues

Copyright: CC BY 4.0

Edited by Martin Weller and Ann Jones, this journal is tightly connected with the Open University UK. JIME encourages open data and explicitly allows preprints as per editorial policy. Currently, the editors are not sending out unsolicited manuscripts for review, as the journal is focused on special collections. This submission embargo will last until September 2020. JIME launches around 1-2 special collections yearly. Interestingly, the journal has a comment and annotation feature, in essence allowing for extensive post-publication peer review. A cursory look at the comment section, however, suggests that this feature isn’t used very widely. Each article in JIME is also accompanied by a set of metrics (views, downloads, citations, tweets) so that you can track how your article is performing. In 2020, JIME had an acceptance of around 40%.

Research in Learning Technology (RLT)

CiteScore 2022: 5.2 (2021: 4.8)

Impact Factor 2022: 2.2 (Q: n/A)

Publication schedule: continuous publication, no issues

Copyright: CC BY 4.0

Published by UK’s Association for Learning Technology, this journal is edited by Michael Flavin and publishes all research concerning the use of technology in educational contexts. RLT specifically encourages research that informs good practice and is relevant for policy. A RLT volume has between 13 (2017) and 49 (2012) papers. Each paper has its own download statistic so you can easily track how much your research has been read. Before submitting, be aware that RLT has a word limit of 6000 words, which is a little lower than that of most other journals.

Frontline Learning research (FLR)

CiteScore 2022: 4.5 (2021: 3.5)

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: 4 issues a year

Copyright: BY-NC-ND

This is an interesting one. Published by EARLI and edited by Thomas Martens, FLR specifically aims to publish paper that are “risky but have potential to open up new avenues…”. In terms of scope, FLR is more generally concerned with learning and instruction, but has regularly published research that pertains to technology in learning contexts. Interestingly, alongside short and regular papers, FLR also publishes extended papers with a word count of up to 20k. For EARLI members, there are not article processing charges. Non-members have to cough up 200 Euro for publication. Amazingly, FLR’s review timeline is such that you will get editorial feedback as to whether the manuscript will be sent to reviewers within 24hrs (!) and full reviews within a two-week timeframe (!!).

Turkish Online Journal of Distance Education (TOJDE)

CiteScore 2022: 3.3 (2021: 2.6)

Impact Factor 2022: 1.9 (Q: n/A)

Publication schedule: four issues per year, batch publication

Copyright: CC BY-NC-SA 4.0

TOJDE is a quarterly, peer reviewed open access venue for research on distance education. The Turkish editorial team is looking for submissions that are at least 4000 words long and have either theoretical, philosophical, or empirical focus. Each issue contains pretty much exactly 13 articles and two book reviews, as well as an editorial introducing the issue. As far as I can tell, TOJDE has not been publishing any special issues. As a curious side note, authors are permitted only one submission per year. A nice touch, each article ends with an author bio with a profile picture and some contact information.

Digital Education Review (DER)

CiteScore 2022: 2.8 (2021: 2.5)

Impact Factor 2022: 2.1 (Q: n/A)

Publication schedule: 2 issues per year (June & December)

Copyright: CC-BY-NC-ND 3.0

Published by the Universitat de Barcelona and edited by José Luis Rodriguez Illera, DER is relatively wide in scope, dealing with the impact of ICT in education. Aside from this, it has a couple unique properties that may be of interest for potential authors. Firstly, you can publish your research either in Spanish *or* English. Through this, it differs from NAER, where each article is published in both languages. As a result, each DER issue includes a mix of articles in both English or Spanish. A look into the archives suggests that English articles are slightly overrepresented in regular issues and strongly overrepresented in special issues (what is called “monographic” here). Another interesting policy is that regular (i.e. non-special-issue) submissions are only open in November and December. Also, similar to CET and TOJDE, DER authors are embargo’d after publication; another manuscript cannot be published in the next two issues. Manuscripts should be between 4k and 6k words and authors are supplied with a formatting template.

Journal of Educators Online (JEO)

CiteScore 2022: 2.0 (2021: 2.1)

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: 3 issues per year (January, May, & September)

Copyright: CC BY-NC-ND 4.0

Edited by Jean Mandernach of Grand Canyon University, JEO is a scientific journal specifically interested in facilitating communication from academia to educational stakeholders like college faculty, administrator, policy-makers, and students. Substantively, it is focused on what is called computer-mediated learning and welcomes the usual assortment of article type, plus a few interesting ones like critical reflections and program evaluations. Maximum length of articles is 30 pages, double spaced, including abstract, references, etc, which amount to about 7500 words. The average issue is made up of around 10-15 articles. Acceptance rate is reported to be 40-45%.

Journal of e-Learning and Knowledge Society (Je-LKS)

CiteScore 2022: 2.2 (2021: 1.6)

Impact Factor 2022: 1.1 (Q: n/A)

Publication schedule: 3-4 issues per year

Copyright: CC BY 3.0

Je-LKS has been around since 2005 and is published by the Italian e-Learning Association and edited by Tommaso Minerva. Unlike IJET, however, it only publishes manuscripts in English. Although according to the title, Je-LKS sounds a bit more specific in scope than many other journals, it does seem to publish the usual and I am not sure to what extent the “Knowledge Society”-aspect plays out in terms of what the journal decides to publish. In general, Je-LKS publishes invited papers, peer-reviewed papers, and communications, which are peer-reviewed short papers. Alongside regular issues, there are frequent special issues. The journal looks for manuscripts that are up 40.000 characters (roughly 6.400 words). A brief inspection of editorial schedule indicates that most papers are published within 4-6 months of submission.

European Journal of Open, Distance, and E-Learning (EURODL)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: 2 issues per year

Copyright: copyright shared by European Distance and E-Learning Network (EDEN) and authors (see here)

Associated with the European Distance and E-Learning Network (EDEN), EURODL focuses broadly on topics in technology-enhanced learning, but from a specifically European perspective. It is edited by Wim Van Petegem and publishes 2 issues per year, with between 2 and 14 articles in an issue. Rejection rate is reported to be 51%. You can view their copyright licensing agreement here.

Pacific Journal of Technology-Enhanced Learning (PJTEL)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: 2 issues per year, continuous publication

Copyright: CC-BY-NC 4.0

This new journal is published by the Centre for Teaching and Learning from Auckland University of Technology, New Zealand. The editorial team is looking for submissions of between 4000 and 6000 words but also accept up to 8000 words. Authors are provided with a formatting template. PJTEL is aiming for two issues per year with continuous publication. As the journal is still very new, the editors are still working on building their review base. The journal website also provides a forum for discussions, sharing of material, and questions regarding submissions.

Asian Journal of Distance Education (AsianJDE)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: 2 issues per year (June & December), batch publication

Copyright: CC-BY 4.0

Edited by Ramesh C. Sharma and Aras Bozkurt, AsianJDE has a stronger regional focus than many other journals. But although the scope specifically mentions a focus “on the Asian context”, unlike in the past, it will now also review submission from outside of Asia. Besides this, Asian JDE has the usual scope: open and distance education, educational technology, online learning, across multiple methodologies, as well as reviews and theoretical work. Recent issues consists of about 15 articles and an editorial. Book reviews are also published regularly. Check out the announcements section to see call for papers for upcoming special issues. The submission info does not mention any word limits, but provides a formatting template.

Open Praxis (Link)

CiteScore 2022: n/A

Impact Factor 2022: 1.6 (Q: n/A)

Publication schedule: quarterly (Jan, Apr, Jul, Oct), batch publication

Copyright: CC-BY 4.0

Open Praxis focuses on open, distance, and flexible education, and since 2023, is edited by Aras Bozkurt of Andalou University (Turkey), and supported by the International Council for Open and Distance Education. Besides regular research articles, the editorial team also welcomes innovative practice articles, book reviews, as well as software reviews. Authors are provided with formatting templates for each submission type. The journal publishes four issues per year, with one issue being dedicated to invited papers from the annual Open Education Consortium Global Conference. With 5k words, Open Praxis has a slightly lower word limit for regular research articles than usual, and practice articles are expected to be around 3k words. Another notable aspect is the editorial office’s effort to strive for geographical and institutional balance, limiting submissions from the editors institution and region. Open Praxis also publishes nice yearly reports on the development of the journal and some relevant statistics, alongside the editorial. Particularly interesting for potential authors may be average time from submission to publication (2022: 113 days) and acceptance rate (2022: 46%).

Studies in Technology Enhanced Learning (STEL)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: 2-3 special issues per year

Copyright: CC-BY 4.0

Edited by Brett Bligh and Kyungmee Lee of Lancaster University, this newcomer journal has some interesting properties. In line with the idea of an open and ongoing scholarly conversation (see editorial), STEL aims to be a venue to accommodate different formats and styles, with a specific emphasis on critically integrated work. Importantly, there is no word limit, although you can find some recommendations per submission type. For right now, STEL is focusing on special issues, so regular submissions will not be sent our for review. However, commentaries on published articles are explicitly encouraged and may also be published at a later time and added to the special issue. Please see my Q&A with the editors if you’d like to learn more about the motivations for and unique features of the journal.

Italian Journal of Educational Technology (IJET)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: quarterly

Copyright: CC BY-NC 4.0

IJET is chiefly edited by Donatella Persico, alongside co-editors Stefania Manca and Francesca Pozzi, all of which are working at the Institute of Educational Technology in Geneva, Italy. In terms of scope and focus, IJET appears to be very broad (“any aspect of educational technology“), while inviting the usual submission types: theoretical articles, research articles, and reviews, all with word limits of 6,500. Notably, authors may also submit manuscripts written in Italian. In fact, scanning the archives, it looks like many of the regular articles are in Italian, whereas special issue articles are a mix of English and Italian. Speaking of which, IJET has pretty frequent special issues and open calls at any given time, so do check out the Accouncements section from time to time.

Contemporary Issues in Technology and Teacher Education (CITE)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: quarterly (March, June, Sept., Dec.)

Copyright: CC BY-NC 4.0

Edited by Chrystalla Mouza and sponsored primarily by the Society for Information Technology and Teacher Education (SITE), CITE is a journal focused on Educational Technology in K-12 and teacher education. This one is interesting for several reasons. First, it is divided into sections according to educational content areas, e.g. Mathematics Education and Social Studies Education. Notably, each section is sponsored by a different association and has its own editorial team and reviewers. Submissions that do not fit a specific section go to the General section. There are three main submission types: Current Issues, Current Practice, and Seminal Articles. While I find the distinction between the first two a bit difficult to parse, Seminal Articles is truly unique in that classic articles will be reprinted to highlight them once again. In CITE, there are no word limits, and the acceptance rate is reported to be 29%. Also nice: The journal supports the publication of digital media like video or animation alongside the articles and supports the submission of commentaries. However, keep in mind that CITE does not appear to accept papers that have been published as preprints.

Open/Technology in Education, Society, and Scholarship Association Journal (OTESSA)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: no information

Copyright: CC BY-NC 4.0

This newly launched journal emerges from the association with the same name and is edited by George Veletsianos, Michele Jacobson, and Valerie Irvine. In terms of scope, OTESSA journal welcomes the usual papers pertaining to educational technology and online learning, and the like. Notably, although its official language is English, the editorial office welcomes submissions in English or French. OTESSA (the association) has a yearly conference, and for now, it looks like OTESSA journal will focus on publishing proceedings and invited papers arising from the conference. In other words, the journal is currently not accepting regular submissions, but I am informed that this will change soon. From the inaugural issue, we can see that the journal distinguishes between research articles and practice articles. Full papers are expected to be within 4k-7k words, including references. The journal strongly encourages open data practices, and authors must include a data availability statement in the manuscript. Check out the first editorial to learn what the journal is all about from the editors, and follow the Twitter account for updates.

European Journal of Interactive Multimedia and Education (EJIMED)

CiteScore 2022: n/A

Impact Factor 2022: n/A (Q: n/A)

Publication schedule: two issues per year

Copyright: CC BY 4.0

EJIMED is a relatively new journal on multimedia and educational technology, edited by Brandford Bervell and Amgad Ali Seif. EJIMED is published by Bastas Publications, which is also responsible for CET and some other journals in the broader area of technology and/or education. The journal is now in its third year of publishing, with a publication schedule of 2 issues per year and roughly 5 articles per issue. Judging from the relatively sparse information on the website, the journal seeks out the usual types of manuscripts in terms of scope and article type. Prospective authors are provided with a manuscript template in the submission guidelines. The journal is a bit more lenient in word count than many others, allowing for up to 9.5k words.