MDPI’s Journal Cluster of Education and Psychology

Education and Psychology (EP) is a research and academic initiative dedicated to exploring how psychological principles can be critically applied to deepen understanding and guide responses for essential processes, challenges, and disparities within educational settings. By examining the psychological dimensions of teaching, learning, motivation, identity, and behavior, EP seeks to inform and improve educational policy, practice, and equity. The group’s work is grounded in the belief that understanding human development and cognition is essential for designing responsive and inclusive education systems.

MDPI’s cluster of education and psychology journals supports interdisciplinary research that connects theory with practical application. By integrating psychological perspectives into educational contexts and applying educational insights to psychological inquiry, this cluster promotes research that leads to tangible, real-world improvements for students, teachers, and educational systems. The overarching aim is to advance understanding, strengthen support structures, and achieve better outcomes for everyone working at the core of education.

The eight participating journals include:

Adolescents focuses on adolescent development and health sciences, more specifically psychology, psychiatry, mental health, physical health, education, and growth and development. Adolescents is led by Editor-in-Chief Prof. Dr. Laura Hayman (Department of Nursing, Manning College of Nursing and Health Sciences, University of Massachusetts Boston, USA).
Behavioral Sciences focuses on the intersection of psychiatry, neuroscience, psychology, cognitive and behavioral sciences, and behavioral biology. Behavioral Sciences is led by Editor-in-Chief Prof. Dr. Jerrell Cassady (Department of Educational Psychology, Ball State University, USA).
Education Sciences focuses on technology-enhanced education, higher education, and educational psychology. It aims to synthesize information from disparate backgrounds, place research findings within a broad context, extend our methodological and theoretical understanding, and determine the likelihood of informing education policy and practice. Education Sciences is led by Editor-in-Chief Prof. Dr. Daniel Muijs (School of Social Sciences, Education and Social Work, Queen's University Belfast, UK).
Journal of Intelligence focuses on the study of human intelligence, including psychology in human learning and cognition in education (individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning; the study of memory, conceptual processes, individual differences, etc.). Journal of Intelligence is led by Editor-in-Chief Prof. Dr. Con Stough (Centre for Human Psychopharmacology, Swinburne University of Technology, Australia).
Psychology International focuses on all aspects of psychology, including neuropsychology, clinical psychology, cognitive psychology, sports psychology, educational psychology, social psychology, psychometrics, and mental health. Psychology International is led by Editor-in-Chief Prof. Dr. Antonio Hernández-Mendo (Department of Social Psychology, Social Anthropology, Social Work and Social Services, Universidad de Málaga, Spain).
Youth focuses on numerous issues of interest to the research community involving youth including mental health, education, social development, employment, and other social perspectives of youth and young adulthood. Youth is led by Editor-in-Chief Prof. Dr. Todd Michael Franke (Department of Social Welfare, University of California, Los Angeles (UCLA), USA).
AI in Education is an international, peer-reviewed, scholarly, open access journal on both the theoretical and practical applications of artificial intelligence (AI) within educational environments published quarterly online by MDPI.
International Journal of Cognitive Sciences (ISSN 3042-8084) is an international, peer-reviewed, open access journal focusing on theoretical or experimental studies related to the interdisciplinary study of cognition. Contributions from the fields of psychology, neuroscience, linguistics, education, anthropology, philosophy, and artificial intelligence are welcome, with a particular emphasis on fostering interdisciplinarity and collaboration across cognitive science subfields.

Journals	Launch Year	Impact Factor (2025)	CiteScore (2025)	First Decision (median )	Acceptance to Publication (median)	APC (CHF)
	2021	1.7	1.7	42.3	5.9	1200
	2011	3.2	4.1	27.7	3.9	2400
	2011	3.5	6.6	25.3	5	2000
	2012	3.8	6.6	36.3	6.9	2600
	2019	/	/	23	4	1200
	2021	1.6	/	38.3	5.5	1200
	2025	/	/	18	7	1000
	2025	/	/	18	7	1000

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As a pioneer of academic open access publishing, MDPI has been serving the scientific community since 1996. Our aim is to foster scientific exchange in all forms across all disciplines. MDPI’s guidelines for disseminating open science are based on the following values and guiding principles:

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Selected Topics and Special Issues:

Selected Articles: