Submissions

Author Guidelines

Guidelines to Contributors
1 General
1.1 The Ethiopian Journal of Education (EJE) publishes scholarly articles based on work in education and related areas.
1.2 Besides original research papers, EJE publishes book reviews, dissertation abstracts, short communications, and comments on articles published in the Journal.
2 Style and Format
Before submitting the manuscripts for publication in EJE, contributors should pay attention to the following requirements:
2.1 Title Page
Journal’s title is committed to serving the research community by ensuring that all articles include enough information to allow others to reproduce the work. A submitted manuscript should contain sufficient detail and references to permit reviewers and, subsequently, readers to verify the claims presented in it.
2.1.1 The following should appear on the Title Page:
• The name(s) of the author(s);
• The title(s), academic positions(s) affiliation(s) of the author(s) referred to at the bottom of the page with an asterisk if it is a single author or numerical subscripts against each name if it is more than one.
• ORCID iD of submitting authors.
2.1.2 It is the responsibility of the authors to declare the amount of contribution made by each of the contributors. When this is not indicated, normally, the following apply:
• Equal contribution is presumed when the names are written in alphabetical order, or
• The degree of contribution should be determined by the order in which the names appear, unless indications to the contrary are given by the authors.
2.1.3 All correspondence will be conducted with the corresponding author. If no corresponding author is indicated, communication will be directed to the first-listed author.
2.1.4 The addition or removal of authors during the editorial process will only be permitted if a justifiable explanation is provided to the editorial team and publisher. Attempts to introduce 'ghost', 'gift' or ‘honorary’ authorship will be treated as cases of misconduct.
 
2.2 Manuscript Structure
EJE follows the standard IMRaD structure for research manuscripts (after the Title and Abstract). Full-length research manuscripts should be organized as follows: Title page, Abstract, Keywords, Introduction, Methods, Results, Discussion, and Conclusions (the last two may be separate or combined as appropriate).This is followed by subsidiarysections, such as Recommendations/Implications,Acknowledgements, Conflict of Interest, and References.However, some submissions—such as short communications, book reviews, and commentaries—may not follow the Introduction-Method-Results-Discussion (IMRaD) format.
2.3 Length and Formatting of aManuscript
2.3.1 The manuscript should adhere to the specified word limit as per the journal’s guidelines. A research article should not exceed 30 pages with a maximum of 8,000 words, while a review article follows the same limit of 30 pages and 8,000 words, including an abstract of approximately 200 words provided on a separate page. Short communications should be limited to 15 pages, also including an abstract of approximately 200 words on a separate page. Meanwhile, book reviews and other forms of submissions should not exceed 5 pages.
2.3.2 Manuscripts should be typed on A4-sized paper with one-inch margins on all sides (left, right, top, and bottom), which is the default page margin in most word processing programs. All text should be aligned to the left.
2.3.3 Times New Roman font should be used consistently throughout the manuscript, as it is legible and widely accessible. The formatting specifications are as follows:
• Title:Bold, font size 14, spacing 12 before and 6 after.
• Author Names:Bold, font size 12, spacing 12 before and 6 after.
• Author Affiliations:Italicized, footnoted with continuous numbering, and single-spaced.
• Abstract:Italicized, font size 11.
• Main Body: Single-column format, font size 12, spacing 12 before and 6 after, with 1.5 line spacing.
• Headings (e.g., "Introduction," "Method," "Results"):Bold, font size 12, spacing 12 before and 6 after.
• Subheadings:Italicized, font size 12, spacing 6 before and 6 after.
• Table Titles: Placed above the table, numbered as Table 1., Table 2., Table 3., etc., font size 10, with 1-point line spacing.
• Figure Captions: Placed below the figure, numbered as Fig. 1., Fig. 2., Fig. 3., etc., italicized, font size 10, with 1-point line spacing.
• References:Use regular font, size 12, with 6-point spacing before and after and 1-point line spacing. Ensure that a period appears after each reference element—that is, after the author, date, title, and source. However, do not put a period after a DOI or URL because it may interfere with link functionality.Apply a 0.5-inch hanging indent to each reference list entry, ensuring the first line is flush left while subsequent lines are indented 0.5 inches from the left margin.
2.3.4 Special characters, including Greek letters, mathematical symbols, and other signs, should be inserted using the special character functions of a word-processing program or a plug-in like MathType. If certain characters are unavailable, they should be presented as images.
2.4 Citation of Notes and References
EJE follows APA Style (7th edition) and its in-house style. The reference list must include all cited works for identification and retrieval. Proper acknowledgment of sources is required, as plagiarism is illegal and unethical. Direct quotations should be concise and reproduced exactly as in the original. Short quotations (four or fewer lines) should be integrated into the text with quotation marks, while longer quotations (four or more lines) should be set apart, indented by four spaces, single-spaced, and without quotation marks. In-text citations and references must follow these guidelines:
2.4.1 References in the text should read as follows:
• Parenthetical citations should be formatted as (Burgess, 2019), while narrative citations should appear as Burgess (2019).
• Direct quotations should be formatted as Smith (1992, p. 2) suggested that... or One educator argued that (Flanders, 1970, p. 16).
• Use et al. when citing a work by more than three authors. Example: Interaction analysis (Flanders et al., 1970) suggests...
• The letters a, b, c and so on should be used to distinguish citations of different works by the same author in the same year. Example: Daniel (1985a, 1985c) recommended that…
• For references that include the month, day, and/or season along with the year, format the date as follows: year first, followed by a comma, then the month and day or season, e.g., (2020, August 26) or (2020, Spring/Summer).
• If a work has been accepted for publication but is not yet published, use the term “in press” instead of a year, e.g., Pachur and Scheibehenne (in press)
• For works with no date, write “n.d.” (which stands for “no date”) in parentheses, e.g., Gagnon, R. (n.d.).
2.4.2 Annotated bibliographies, where reference list entries are followed by brief descriptions of the works, should be indicated by consecutive subscript numbers in the text. These annotations should be concise and used only to clarify references, provide additional context, or include relevant details that may be useful to readers.
2.4.3 All references cited in the text and other supporting materials should be listed alphabetically by an author in a section entitled References. Ethiopian authors should be listed in alphabetical order of first name. Daniel Taddesse, for example, should be listed under D and not under T. Ethiopian names should be written in full in the reference (i.e. first and second names) as they are given in the publication cited. Honorific titles such as Ato, Dejach, Dr, Wzro, etc. should be avoided in citation or references.
2.4.4 Annotated bibliographiesshould appear after the Reference section. They should be arranged in alphabetical order, following the same formatting as a standard reference list.
2.4.5 All references must be cited accurately and consistently to ensure that future scholars can identify and retrieve the works cited in the text. The following are examples of proper referencing:
a) Journal Articles
i) A journal article without a DOI
Kremmer, L. (1978). Teacher’s Attitude towards Educational Goals as Reflected in Classroom Behavior.Journal of Educational Psychology, 70, 6, 993-997.
Girma Lemma. (2021). Life Tasks of Adult Graduate Learners in Public Universities of Ethiopia: Departments as Developmental Niches. The Ethiopian Journal of Education, XXXIX, 1, 73-115.
Note: The volume and issue numbers should be entered exactly as they are given in the journals cited (that is, either in Roman or Arabic numerals).
ii) A journal article with a DOI
McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. https://doi.org/10.1037/rev0000126  

iii) A journal article in press
Pachur, T., &Scheibehenne, B. (in press). Unpacking buyer–seller differences in valuation from experience: A cognitive modeling approach. Psychonomic Bulletin & Review.
b) Books
i) An authoredbook without a DOI
Perrott, E. (1982). Effective Teaching: A Practical Guide to Improve Your Teaching. New York: Longman Inc.
ii) Anauthored book with a DOI
Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000
iii) An edited book without a DOI
Hacker Hughes, J. (Ed.). (2017). Military veteran psychological health and social care: Contemporary approaches. Routledge.
iv) An edited book with a DOI
Schmid, H.-J. (Ed.). (2017). Entrenchment and the psychology of language learning: How we reorganize and adapt linguistic knowledge. American Psychological Association; De Gruyter Mouton. https://doi.org/10.1037/15969-000
Note: Listing of several works by the same author should be in chronological order of the year of publication. Here is an example:
Ryans, D.G. (1989). Characteristics of Teachers. New Delhi: Starling Publishers (p) Ltd.
Ryans, D.G. (1972). Analyzing Teaching. New York: Macmillan Co. Ltd.
c) Edited Book Chapters
i) Chapter in an edited book (contributions in books) without a DOI
Philip, W.J. (1986). Life in Classrooms. In Norris G. Haring (Ed.), Analysis and Modification of Classroom Behavior (pp. 13-17). New Jersey: Prentice-Hall, Inc.
ii) Chapter in an edited book (contributions in books) with a DOI
Berhanu Abera. (2014). Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education. In Issa,T., Isaías, P. &Kommers, P. (Eds.) Multicultural Awareness and Technology in Higher Education: Global Perspectives(pp. 286-301). IGI Globalhttps://doi.org/10.4018/978-1-4666-5876-9 
d) Contributions in Proceedings
MarewZewdie and Fanta Suppa (1991). Attitudes of Teachers towards the ESLCE. In Proceedings of the Workshop on Major Issues Related to the ESLCE and Possible Solutions, Nazareth 25-27 April 1991, pp. 235-257, Addis Ababa, Institute of Educational Research.
e) Reports and Gray Literature
Research reports, including government and technical reports, as well as gray literature such as press releases, codes of ethics, grants, policy briefs, and issue briefs, should be formatted as follows:
i) Report by a government agency or other organization
Canada Council for the Arts. (2013). What we heard: Summary of key findings: 2013 Canada Council’s Inter-Arts Office consultation. http://publications.gc.ca/collections/collection_2017/canadacouncil/K23-65-2013-eng.pdf
ii)  Annual report
Ministry of Education. (2024). Advancing Education Data Analysis in Ethiopia: Education Data Joint Report. https://www.moe.gov.et/resources/plans-and-reports/3
iii) Policy brief
Harwell, M. (2018). Don’t expect too much: The limited usefulness of common SES measures and a prescription for change [Policy brief]. National Education Policy Center. https://nepc.colorado.edu/publication/SES
f) Conference/Seminar Sessions and Presentations
i) Conference session
Fistek, A., Jester, E., &Sonnenberg, K. (2017, July 12–15). Everybody’s got a little music in them: Using music therapy to connect, engage, and motivate [Conference session]. Autism Society National Conference, Milwaukee, WI, United States. https://asa.confex.com/asa/2017/webprogramarchives/Session9517.html
ii) Paper presentation
Amare Asgedom (1990). Communication Theories and Instructional Practice: A Limited Effect Perspective. Paper presented at the First Annual Seminar of the Faculty of Education, 17-20 May 1990. Nazareth, Ethiopia.
 
iii) Poster presentation
Pearson, J. (2018, September 27–30). Fat talk and its effects on state-based body image in women [Poster presentation]. Australian Psychological Society Congress, Sydney, NSW, Australia. http://bit.ly/2XGSThP
g) Unpublished Works
TirussewTeferra (1989). The Psychology and Educational Problems of Handicapped Students in Addis Ababa University. A Research Report, Institute of Educational Research, Addis Ababa University.
Harris, L. (2014). Instructional leadership perceptions and practices of elementary school leaders [Unpublished doctoral dissertation]. University of Virginia.
3 Other Important Rules to Consider
3.1 Generative AI usage key principles
• EJE supports the responsible use of AI tools to enhance, not replace, human creativity and intellectual rigor. Authors must disclose AI usage in manuscript preparation, specifying its extent (e.g., language refinement, data analysis).
• Copy-editing an article using a generative AI tools in order to improve its language and readability would be permissible as this mirrors standard tools already employed to improve spelling and grammar, and uses existing author-created material, rather than generating wholly new content, while the author(s) remains responsible for the original work.
• AI tools cannot be credited as co-authors; authors bear full responsibility for content accuracy, originality, and ethics.
• The generation or reporting of results using a generative AI tools is not permissible.
• The in-text reporting of statistics using a generative AI tools is not permissible due to concerns over the authenticity, integrity, and validity of the data produced, although the use of such a tool to aid in the analysis of the work would be permissible.
• The submission and publication of images created by AI tools or large-scale generative models is not permitted.
3.2 Certifying Ethical Requirements
Authors are responsible for demonstrating compliance with ethical standards governing research and scholarly publication. EJE advises authors to submit proof of compliance, including approval from an Institutional Review Board (IRB) or an Institutional Animal Care and Use Committee (IACUC), where applicable. 
3.3 Conflict of Interest
Authors submitting to EJEare required to disclose any financial, personal, or professional relationships that could potentially influence their research or its interpretation.
3.4 Plagiarism and Fabrication
All submissions are screened for plagiarism using tools like Turnitin. Manuscripts with clear evidence of plagiarism will be rejected, and if detected post-publication, the Editorial Board will notify the author's institution and funding agencies.
3.5 Funding information
If a manuscript is a result of the funded project, authors are required to specify funding sources according to their contracts with the funder.
3.6 Language
English and Amharic are the languages of publication. Sexist and racist language should be avoided.
3.7 Responsibility for Views
Any statements in an article accepted for publication remain the sole responsibility of the author and should in no way be construed as reflecting the opinions of the Editors or the Publisher of EJE.