Focus and Scope

The Docentes 2.0 Technological-Educational Journal (RTED) is an open-access scientific publication, peer-reviewed under a double-blind system, whose mission is to disseminate original, high-quality research strictly at the intersection of education, technology, and applied social sciences in educational contexts.

Our purpose is to guarantee free access to knowledge, promoting global academic exchange, the advancement of scientific communities, and the generation of social impact. RTED maintains an unwavering commitment to integrity, transparency, and the highest ethical standards of publication, aligning with international COPE guidelines and the Principles of Transparency and Best Practice in Scholarly Publishing.

The journal exclusively publishes empirical research articles, comprehensive literature reviews, case studies, and rigorous academic essays. Comments, brief notes, clinical reports, or opinion articles without methodological support are strictly excluded.

Manuscripts published in RTED make significant contributions to the ecosystem of educational sciences and educational technology. These contributions strengthen the critical analysis of teaching practices, promote the grounded integration of Information and Communication Technologies (ICT) in teaching-learning processes, and provide relevant scientific evidence for institutional decision-making at the local, regional, and international levels.

Thematic Focus Areas

RTED has an interdisciplinary scope, provided that the core of the research addresses pedagogical, formative, or technological appropriation phenomena. Works are accepted in the following three main areas:

1. Education and Pedagogy

Pedagogical innovation: flipped classroom, gamification, competency-based and challenge-based learning, constructive assessment, and active learning.
Philosophy, Sociology, Anthropology, and Psychology of Education.
Didactics, Pedagogy, Andragogy, and Economics of Education.

2. Educational Technology and Digital Environments

Artificial Intelligence, Virtual Reality (VR), and Augmented Reality (AR) applied in the classroom.
E-learning, m-learning, educational interface design (UI/UX), and creation of digital learning environments.
Big Data, Business Intelligence, and Learning Analytics.
Robotics, Internet of Things (IoT), and connectivity applied to the educational environment.
Open Access practices, resources, repositories, and cybersecurity in academic contexts.

3. Social Sciences Applied to Educational and Training Contexts

Management of educational institutions, academic leadership, and techno-corporate innovation oriented towards learning (organizational training).
Law and public policies applied to educational and training contexts.
Socio-emotional psychology and organizational dynamics in learning environments.

Thematic Exclusions

RTED maintains strict rigor in its editorial scope. Therefore, clinical research, medical science articles, pure exact sciences, or classical humanities studies are not evaluated or published.

Works of an interdisciplinary nature (developed in health, corporate, or administrative populations or contexts) will be considered only if the central object of study, the methodological design, and the main contribution fall directly and exclusively within Educational Technology, Pedagogical Innovation, or Applied Social Sciences, without evaluating clinical, pathological, or exact science variables in any case. The evaluation of thematic compliance is part of the ethical and editorial criteria established by the Committee on Publication Ethics (COPE).

Publication Frequency

The journal has a biannual frequency and publishes its issues with strict regularity in May and November.