International Journal of Learning and Development

International Journal of Learning and Development (IJLD) is an internationally refereed journal publish four issues per year in March, June, September and December, published by Macrothink Institute, United States.

The Journal aims to promote the theory and practice of Learning and Development in Social Sciences, to provide an international forum for discussion and debate, and to stress the critical importance of individual, team and organizational learning and development to a wide range of economic, political and social concerns. IJLD's focus lies in providing a critical link between high quality academic research and the practical implications for business practices. It has become essential reading for everyone involved in personnel, training and human resource development.
 
The Journal accepts article submissions online or by e-mail. For any questions, please contact: ijld@macrothink.org

 
                                                                                               
  • Individual Learning & Team Learning;
  • Learning Strategies;
  • Action Learning;
  • Educational Learning;
  • Self Managed Learning;
  • Work-Based Learning;
  • Organizational Learning;
  • Experiential Learning;
  • Social Learning;
  • Knowledge Management;
  • Training and Development;
  • Psychology Development;
  • Attitude Development;
  • Organization Development;
  • Leadership and Management Development;
  • Human Resource Management;
  • Human Capital Development;
  • Sociological Development.

Indexing

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Each paper published in this journal is assigned a DOI® number, which appears beneath the author's affiliation in the published paper. Click HERE to know what is DOI (Digital Object Identifier)? Click HERE to retrieve Digital Object Identifiers (DOIs) for journal articles, books, and chapters.

Paper Selection and Publication Process

a). Upon receipt of paper submission, the Editor sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/e-mail may be missed. Please contact the Editor in time for that.

b). Peer review. The review process may take 4-10 weeks.

c). Notification of the result of review by E-mail.

d). The authors revise paper and pay Article Processing Charge (100USD).

e). E-journal in PDF is available on the journal’s webpage, free of charge for download. We aim to post articles within 3 weeks of acceptance.

 


Announcements

 

: Call for Papers

  

International Journal of Learning and Development is calling for submission for the issue of Vol. 12, No. 1, March 2022.

Authors are encouraged to submit completely unpublished works, which are not under review in any other journals.

  • Guidelines for manuscript preparation:  MS-Word    PDF

For any questions, please contact: ijld@macrothink.org

  
Posted: 2022-01-04 More...
 

: Restructure the Editorial Team

  
The publisher (Macrothink Institute) is planning to restructure the editorial board. The new editorial board will include the positions of editor-in-chief (one person), associate editors (three to ten persons), editorial assistant (one to three persons) and editorial board members.

If you are interested in becoming one of the editorial team members, we welcome you to join us. Please find the application form and details at http://en.macrothink.org/recruitment/ and e-mail the completed application form to ijld@macrothink.org.

Thank you.		  
Posted: 1969-12-31 More...
 
More Announcements...

Vol 14, No 1 (2024)

International Journal of Learning and Development, Vol. 14, No. 1, 2024 (In Progress)

Table of Contents

Articles

Mapping Informal Learning for Displaced Learners during the War on Gaza 2023- Application of Situated Cognition
Kongkiti Phusavat, Mohamed Buheji
PDF
1-16
An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes
Denis Kagyera Katakara, Wellars Banzi, Dany Kamuhanda
PDF
17-29
The Study of Travel Intention after Easing Coronavirus Restrictions—A Case Study in Taiwan
Hung-Yen Li, Pei-En Hsieh, Chiung-Li Li
PDF
30-62
Poor Performance of Teachers in Public Education Schools in Kuwait Using Educational Technology
Ali Mahmoud Buhamad, Budour Misad Almisad, Rabab Alsaffar
PDF
63-72
Investigating the Management of COVID-19 Pandemic Risks in Primary Schools: A Case of Public Primary Schools in Lindi Region, Southern Tanzania
Emmanuel Mutura, Winston Edward Massam, Mary Oluga, Jane Rarieya, Nyagwegwe Wango
PDF
73-87
Assessing the Use of e-Learning for Higher Education: A Cross-sectional Study of Nigerian Students’ Perspectives
Titilola Thanni Farounbi
PDF
88-104
Announcement of Retraction
Truong Hong-Ngoc
PDF
105-126
The Impact of Perspective Taking Training in Student Teachers on Unintended Empathy Components
Christoph M. Paulus
PDF
127-142
Online Study during Covid’ 19: What Students Like and Dislike in Online Courses
Moncef Bari, Minh Thi Ai Nguyen
PDF
143-155