About the Journal

The central objective of Revista de Estudios en Práctica Docente e Innovación Educativa (REPDIE) is to serve as a space for dialogue and the collective construction of knowledge on teaching, teacher education, and educational innovation, with an emphasis on the fields of basic education, upper secondary education, higher education, and postgraduate education. It seeks to promote the exchange of pedagogical experiences, critical reflection on teaching practices, and the dissemination of proposals that integrate theory, research, and educational action.

Languages of Publication

Revista de Estudios en Práctica Docente e Innovación Educativa (REPDIE) accepts and publishes manuscripts in Spanish and English. Manuscripts submitted in either language are subject to the same editorial review, peer-review, and academic quality criteria established by the journal.

Editorial Policy

Revista de Estudios en Práctica Docente e Innovación Educativa (REPDIE) is an academic publication devoted to disseminating research, theoretical reflections, and experiences that contribute to the analysis and development of education. It promotes the exchange of knowledge among researchers, teacher educators, and education professionals. The journal is committed to academic quality, originality, and compliance with the ethical standards of scholarly publishing. All manuscripts, without exception, undergo editorial review and double-blind peer review.

Open Access and No Publication Fees

Revista de Estudios en Práctica Docente e Innovación Educativa (REPDIE) follows a diamond open-access model; therefore, both access to its content and authors’ participation in the editorial process are completely free of charge.

REPDIE does not charge fees for manuscript submission, evaluation, editorial processing, proofreading, publication, or access. Consequently, the journal does not impose Article Processing Charges (APCs) or any other fees associated with the publication process.

Journal Objectives

To disseminate scholarly work that contributes to the analysis, understanding, and improvement of teaching practice and educational innovation across diverse educational levels and contexts.
To strengthen dialogue among researchers, teachers, and teacher educators by promoting the exchange of perspectives, experiences, and research findings in the field of education.
To support the consolidation of a critical and proactive academic community committed to knowledge generation and to the professional development of teaching across different educational levels.

Main Topics

The journal welcomes contributions related to teacher education, educational practice, and innovation processes in basic and upper secondary education contexts. Topics include:

Teaching practice and professional development, including mentoring processes, pedagogical reflection, formative assessment, and the construction of teacher knowledge.
Subject-specific teaching and the design of learning experiences, with emphasis on proposals for preschool, primary, secondary, upper secondary, higher, and postgraduate education.
Educational innovation and the pedagogical use of technology, including artificial intelligence, learning analytics, digital resources, and hybrid learning environments.
Educational reforms and curricular transformation, as well as their impact on teacher education and professional practice.
Inclusion, equity, and educational justice, with attention to diversity, intercultural approaches, and support for vulnerable groups.
Educational research in school contexts, methodologies for studying teaching practice, and analyses of experiences within educational communities.
School culture, management, and community participation, considering the role of Teacher Training Colleges in academic and social life.
Curriculum design and educational program development, including the organization of curricula and study programs, curricular approaches, disciplinary updating, and articulation across educational levels.
Professionalization of postgraduate education in the field of education, including training processes, educational research, academic tutoring, educational trajectories, assessment, and the strengthening of postgraduate academic communities.