Dear Authors,

To ensure clarity and transparency in our publication process, we would like to remind all contributors of the following important policies and procedures of Journal of Education and Learning (EduLearn):

1. Rolling Publication System
   EduLearn operates as a rolling journal. Submissions are accepted throughout the year, and accepted articles are published online in regular issues. The journal publishes six issues annually. There are no fixed “slots” or quotas tied to specific issues.
   

2. Submission and Review Process

   • All manuscripts are screened for plagiarism using iThenticate before entering the review stage.

   • EduLearn applies a single-blind peer review system: reviewers remain anonymous, while authors’ identities are known to reviewers.

   • Each submission is evaluated by at least three qualified reviewers for originality, contribution, relevance, and presentation quality.

   • To expedite decisions, Editors may conduct an initial triage and decide without external review if a manuscript is clearly unsuitable or already meets the required standards.

3. Review Timeline
   While we strive to provide timely feedback, the review process typically requires 8–12 weeks depending on reviewer availability and the quality of papers. Authors are kindly advised that exact timelines cannot be guaranteed.

4. Editorial Decisions
   The Editors’ decision is final. Manuscripts deemed unsuitable for publication will not be reconsidered, and correspondence regarding rejected papers cannot be entertained.

5. Communication
   All correspondence—including review results, revision requests, and final decisions—will be sent via email. Authors are encouraged to check their registered email accounts regularly.

We kindly ask authors to carefully read and follow the Author Guidelines available on our website before submitting manuscripts. This will help avoid unnecessary inquiries and ensure a smooth submission process.

Thank you for your cooperation and commitment to maintaining the quality and integrity of EduLearn.

Sincerely,
Editorial Team
Journal of Education and Learning (EduLearn)

Self-citation in academic publishing is a complex issue that can have a significant impact on how people perceive scholarly work. Institutional frameworks may unintentionally encourage authors to cite themselves, reducing the value of their work. This raises concerns about academic integrity and the possibility of technical plagiarism. Researchers should consider why authors self-cite and promote honesty in scholarly communication in order to reduce self-citation and increase credibility. Authors should exercise caution when citing their own work, particularly if they write for the same publisher. This can raise concerns about academic integrity and result in biased research dissemination. Avoiding self-citation not only improves the credibility of their work, but it also encourages a more comprehensive engagement with a larger body of scholarship. Understanding proper citation techniques strengthens an author's adherence to ethical scholarly practices. Navigating the nuances of academic citation practices is critical for scholars seeking integrity and clarity in their work. Over-reliance on one's own publications may unintentionally indicate a lack of interaction with the broader scholarly community. Scholars from various backgrounds may face unique challenges in understanding academic integrity conventions, particularly those involving self-referential citations. To maintain objectivity and credibility, authors should use a strategic approach when referencing their own work. Overreliance on previous papers can give the impression of self-validation and reduce the impact of research within the larger academic discourse. As a result, authors should avoid citing their published papers from this publisher whenever possible in the future.