Focus and Scope

The Docentes 2.0 Technological-Educational Journal (RTED) is an open-access scientific publication, peer-reviewed under a double-blind system, whose mission is to disseminate original, high-quality research strictly at the intersection of education, technology, and applied social sciences in educational contexts.

Our purpose is to guarantee free access to knowledge, promote global academic exchange, the advancement of scientific communities, and the generation of social impact. RTED maintains an unwavering commitment to integrity, transparency, and the highest ethical standards of publication, aligning with international COPE guidelines and the Principles of Transparency and Best Practice in Scholarly Publishing.

The journal exclusively publishes empirical research articles, comprehensive literature reviews, case studies, and rigorous academic essays. Comments, brief notes, clinical reports, or opinion articles without methodological support are strictly excluded.

Aquí tienes el párrafo traducido al inglés con el ajuste estratégico regional, listo para incorporarlo en la sección de Focus and Scope de la plataforma OJS: Manuscripts published in RTED make significant contributions to the educational sciences and the educational technology ecosystem. These contributions strengthen the critical analysis of teaching practices, promote the grounded integration of Information and Communication Technologies (ICT) in teaching and learning processes, and provide relevant scientific evidence for institutional decision-making at local, national, and Ibero-American levels.

Thematic Focus Areas

RTED has an interdisciplinary scope, provided that the core of the research addresses pedagogical, formative, or technological appropriation phenomena. Works are accepted in the following three main areas:

1. Education and Pedagogy

Pedagogical innovation: flipped classroom, gamification, competency-based and challenge-based learning, constructive assessment, and active learning.
Philosophy, Sociology, Anthropology, and Psychology of Education.
Didactics, Pedagogy, Andragogy, and Economics of Education.

2. Educational Technology and Digital Environments

Artificial Intelligence, Virtual Reality (VR), and Augmented Reality (AR) applied in the classroom.
E-learning, m-learning, educational interface design (UI/UX), and creation of digital learning environments.
Big Data, Business Intelligence, and Learning Analytics.
Robotics, Internet of Things (IoT), and connectivity applied to the educational environment.
Open Access practices, resources, repositories, and cybersecurity in academic contexts.

3. Social Sciences Applied to Educational and Training Contexts

Institutional management and organizational dynamics: Academic leadership, governance, and learning-oriented techno-corporate innovation. This includes the analysis of business practices and Sustainable Development Goals (SDGs) approached strictly through the lens of corporate training and organizational knowledge management.
Law and public policy: Legal frameworks and public policies applied to the development of educational, technological, and training contexts.
Socio-emotional psychology and well-being: Organizational dynamics in learning environments. This encompasses transdisciplinary studies on emotional regulation, coping mechanisms, psychoeducational therapy, and mental health (e.g., burnout), analyzed in terms of their direct impact on training processes and the performance of social actors.

Thematic Exclusions

RTED maintains strict editorial rigor, focusing exclusively on the intersection of education and technology. Consequently, articles concerning general social sciences, clinical research, medical sciences, pure exact sciences, or classical humanities are neither evaluated nor published.

Recognizing that technology-mediated learning is a cross-cutting phenomenon, interdisciplinary works (developed within social science, corporate, administrative, or health contexts) will be fully considered if and only if the central object of study, discussion, and conclusions analyze the phenomenon from the scope of education or technology. This implies that such topics must be approached from the perspective of training, capacity building, skills development, and the impact of behavior on learning, or alternatively, from the perspective of technological innovation, digital development, and information management. Although the techno-educational intersection remains the primary focus of the journal, these cross-disciplinary studies will require, at a minimum, a profound methodological and theoretical grounding in one of these two fundamental disciplines.

In such cross-disciplinary cases, the manuscript must not evaluate variables that are purely sociological, clinical, pathological, or related to business profitability. Strict adherence to this focus ensures the coherence of our scientific mission, aligning our peer-review practices with the ethical standards of the Committee on Publication Ethics (COPE).

Publication Frequency

The journal has a biannual frequency and publishes its issues with strict regularity in May and November.