Since 2010, BERA has been proud to add the very influential British Journal of Educational Technology (BJET) to its publications portfolio. BJET provides readers with the widest possible coverage of developments in educational technology world-wide and is the primary source for academics and professionals in the expanding fields of education, training and information technology.

BJET gained a 2022 impact factor of 6.6, ranking it among the top three generic educational technology journals globally, and 12th among the 269 journals in Clarivate’s wider ‘education and educational research journals’ category. BJET’s Journal Citation Indicator is 2.91 and its Citescore is 13.8.

The current editors of BJET are Sara Hennessy, Manolis Mavrikis, Cathy Lewin, Mutlu Cukurova and Louis Major.

For more information, please visit the publisher’s website. Members should click on the ‘Read this journal online’ button above to get free access. 

Click here for author guidelines, including instructions on how to submit. When you are ready to submit your article, please do so through this page. 

Members should click on the ‘read this journal online’ button in the top-left corner of this page to use their free access to BJET.

To request permission to reproduce material from BJET (or the British Educational Research Journal, Review of Education or the Curriculum Journal) please contact our publisher, Wiley, via this page of their site.

BJET Best EdTech Paper Presented at BERA Conference 2023

The BJET editors offered their biennial award for the Best EdTech Paper presented at this year’s BERA Annual Conference. Sessions were identified from the programme based on their relevance to the journal’s scope and were judged by a small panel including members of the BJET editorial team. The judges attended the selected sessions and reviewed them on the basis of the following selection criteria: originality; quality of research; contribution/significance to the research community; innovation; clarity of presentation. The 2023 winners are:

Gabriella Rodolico and Lavinia Hirsu (University of Glasgow) for the paper Virtual reality (VR) in education: The impact of a short VR-supported intervention on pre-service teachers’ VR technological and pedagogical content knowledge.

Troy Meston (Griffith University, Australia) for the paper From deficit to digital strength – Indigenous learning through gaming.

Nicki Wise (University of Hull) is also commended for the excellent presentation and the novelty and interactivity in the poster Thrive not survive. Using digital technologies and an executive function framework to support the academic success of learners with ADHD and dyslexia.

More details can be found here.