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The International Journal of Learning sets out to foster inquiry, invite dialogue and build a body of knowledge on the nature and future of learning. In do doing, the journal provides a forum for any person with an interest in, and concern for, education at any of its levels and in any of its forms, from early childhood, to schools, to higher education and lifelong learning - and in any of its sites, from home to school to university to workplace.
The journal is relevant for academics, researchers, teachers, higher degree students, educators and educational managers and administrators.
The International Journal of Learning is peer-reviewed, supported by rigorous processes of criterion-referenced article ranking and qualitative commentary, ensuring that only intellectual work of the greatest substance and highest significance is published.