Aims and Objectives


  • Promote Multidisciplinary Dialogue: MDJI aims to foster communication and collaboration among scholars from diverse disciplines by providing a platform for the exchange of ideas related to instruction.
  • Advance Instructional Theory and Practice: The journal seeks to publish original and innovative research that contributes to a deeper understanding of effective instruction across various fields.
  • Disseminate Scholarly Knowledge: MDJI strives to make high-quality scholarship on instruction accessible to a broad international audience, including researchers, educators, and practitioners.


  • Instructional Theories and Frameworks: MDJI welcomes submissions that explore theoretical perspectives on how learning occurs and how instruction can be designed to optimize it.
  • Disciplinary Approaches to Instruction: The journal encourages articles that examine effective instructional practices specific to different disciplines, such as science education, language learning, or business training.
  • Instructional Design and Technology: MDJI publishes research on the development and application of technological tools and resources to enhance instruction.
  • Empirical Research on Instruction: The journal values studies that employ rigorous methodologies to evaluate the effectiveness of instructional strategies.
  • Case Studies and Practical Applications: MDJI welcomes insightful case studies that showcase successful instructional practices in real-world settings.

Additional Considerations:

  • The journal is open to a variety of article formats, including original research papers, review articles, conceptual frameworks, and case studies.
  • MDJI adheres to a double-blind peer-review process to ensure the quality and rigor of published scholarship.
  • The journal encourages submissions from scholars and practitioners worldwide.