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Editorial Board
Peer Review Statement
Open Access & Copyright
Publication Ethics
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Learning Communities: International Journal of Learning in Social Contexts

ISSN 1329-1440 (online)
ISSN 2202-7904 (print)

All research articles published in this journal have undergone rigorous double blind peer review, based on initial editor screening, anonymous refereeing by independent expert referees, and consequent revision by article authors when required.  Please cite articles within this journal accordingly.



The Learning Communities: International Journal of Learning in Social Contexts aims to publish articles which advance our knowledge and understanding of social contexts in Australia and internationally with an emphasis on the socio-cultural dimensions of learning in these different contexts and configurations. We strive towards the publication of high-quality articles through the engagement of expert referees in a double-blind peer review process.  

This journal occupies a unique place in international publications by reporting research, makes research-to-practice connections, and examines the intersection of learning with the social contexts in which the learning occurs. Learning communities can be large or small groups of people, who learn together, often in pursuit of a common purpose.

The learning which is the subject of this journal might be formal or informal, might occur in schools, post-compulsory settings, organisations (such as businesses, community groups, orchestras, art galleries or museums), other communities of place, regions or in other communities of practice such as professional associations and virtual or online communities. The journal accepts there are accountability issues related to learning in most contexts today: Accountability for outcomes, for impacts on the learning participants, outcomes for community, region or nation as a whole.

Submit a paper

The Writing and Style guide can be found HERE

Call for Papers - Open Edition

This is a call for papers for an open edition. We encourage articles in various fields of research relating to the objective of the journal which may include, but are not confined to the following:

  • Anthropology
  • Climate change, adaptation and regional resilience
  • Criminology
  • Demographic trends and contexts
  • Diversity (cultural, ethnic) 
  • Economic & workforce development
  • Education & pedagogy
  • Environmental & resource management
  • Evaluation & knowledge impact
  • Governance 
  • Health & wellbeing
  • Human geography
  • Indigenous knowledge
  • Social justice and policy issues related to individuals and/or communities
  • Social work
  • Urban and regional development

All research articles in this journal undergoes rigorous peer review, based on initial editor screening and anonymous double-blind refereeing by at least two referees.

Manuscripts should be submitted via email to

Submission closed: Friday 1 April 2022

For General Enquiries & Submissions:

Pawinee Yuhun
Journal Coordinator
T: 08 8946 7465


Editorial Board & Members

Managing Editor - Professor Ruth Wallace,

Guest Editors/Editorial Board - chosen from appropriate internal and external expertise for each edition. Contact information is provided with each edition.

Peer Review Statement

All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous double-blind refereeing by at least two referees.

Open Access

Open Access means making research publicly available to all on the internet, free of charge and without restriction. Open Access allows anybody to read, download, copy, distribute, print, search, and cite full versions of texts without financial or technical barriers (other than those associated with access to the internet), and furthermore to use such texts in any other conceivable legal manner. The Learning Communities Journal contents are published open access and the journal does not charge authors for their submissions and subscription is not required.

The Learning Communities Journal and associated articles are registered with the Directory of Open Access Journals, an online directory that indexes and provides access to high quality, open access, peer-reviewed journals. The refereed journal articles metadata is also registered via the Digital Object Identifier (DOI) System. The DOI system provides a technical and social infrastructure for the registration and use of persistent interoperable identifiers, called DOIs, for use on digital networks.


Creative Commons License
Learning Communities: International Journal of Learning in Social Contexts by is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Open Access authors retain the copyrights of their papers, and all open access articles are distributed under the terms of the Creative Commons Attribution License noted above, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited, a link to the license is given, and any changes are indicated.  The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply these names are not protected by the relevant laws and regulations.

While the advice and information in this journal are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

Publication Ethics

Being published in a peer-reviewed journal is an essential part of every researcher’s career. Benefits to you as the author (and to your funder and institution) come from the work done to ensure every article adheres to certain standards. For example, research must be reported accurately so other people can make use of it and apply it.  This document aims to establish international standards for authors of scholarly research publications and to describe responsible research reporting practice.