The iranian Journal of Educational sociology (IJES) publishes top research in the area of educational and social sciences which seeks to be applied in a variety of educational contexts, formal and informal, and involving different education levels and people of all ages. The articles published in IJE deal with educational and social and Interdisciplinary problems that are relevant for the education communities, and their contributions serve as scientific tools to improve school education and education in general in relation to processes and outcomes. A second objective of IJE is the publication of theoretical works that advance the literature in educational and social sciences, opening new lines of research in the field.
IJES publishes articles that, from a variety of perspectives and methods, deepen in the understanding of the processes, tools, contexts, and outcomes of school and non-school learning. These works can include, among others, the analysis of the dynamics of classroom interactions, the relationships between learning and development, the design of effective learning environments, learning processes in non-school contexts (such as the home, the street, after school programs, ICT), discourse use in those contexts, and interactions between learning and identity. These analyses are undertaken taking into account the cultural dimension of teaching and learning processes in societies which are increasingly diverse. IJE also publishes reviews of major books and dissertations that fall into the focus and scope of the journal and that represent a central contribution in the field. The journal is primarily addressed to researchers, but it is also of interest for those in charge of implementing the results of educational and social sciences research.