The Technological-Educational Journal Docentes 2.0 (RTED) is an open-access, double-blind peer-reviewed publication that aims to disseminate original, high-quality research in the fields of Education, Technology, and Social Sciences. Its mission is to guarantee free and immediate access to knowledge, promoting global academic exchange, advancing scientific communities, and generating social impact.

RTED is committed to integrity, transparency, and the highest standards of publishing ethics, following the international guidelines of COPE and the Principles of Transparency and Best Practices in Scholarly Publishing. The journal only accepts research articles, literature reviews, and academic essays, excluding comments, notes, case reports, or opinion pieces.

Areas of Focus

RTED has a clearly defined interdisciplinary scope in three main areas:

1. Education

   • Philosophy, Sociology, Anthropology, and Psychology of Education

   • Didactics, Pedagogy, and Andragogy

   • Economics of Education

   • Pedagogical innovation: flipped classroom, gamification, competency-based learning, active learning, challenge-based learning, constructive assessment

   • Educational Technology and e-learning

2. Technology

   • Computer engineering, ICT, and cybersecurity

   • Big Data, Business Intelligence, and data analytics

   • Robotics, IoT, and 5G

   • Artificial Intelligence, Virtual and Augmented Reality

   • Visual interface design and digital learning environments

   • Open access (practices, resources, repositories) and mobile learning

3. Applied Social Sciences

   • Administration, leadership, organizational management, and business innovation

   • Law and public policies with educational and technological impact

   • Social and organizational psychology

Exclusions

RTED does not publish articles in Medical Sciences or Humanities (except when a clear connection with education, technology, or social sciences is demonstrated).

Periodicity

The journal is published biannually (May and November).