Rima International Journal of Education (RIJE)

ISSN Print: 2756 – 6749

Rima International Journal of Education

Rima International Journal of Education was founded in January 2021 by the Faculty of Education of Sokoto State University

Rima International Journal of Education (RIJE) , a peer-reviewed open access journal published biannual in English-language, provides an international forum for the publication of outstanding full papers from all areas of education and related fields. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. Contributions that are fundamental to the development of education and its applications are accepted. Generally, review articles on some topic of special current interest will be published. The topics related to this journal include but are not limited to:

• Adult education
• Early childhood education
• Education in disabilities
• Educational computing research
• Educational leadership
• Educational psychology
• Educational development
• Gender and education
• Higher education
• Medical education
• Gamification 
• Sociology of education
• Teaching and teacher education
• Surgical education
• Science education
• Biology education
• Chemistry education
• Computer Science education
• Physics education
• Mathematics education

• Aids education and prevention
• Communication education
• Dental education
• Economics of education
• Education policy
• Educational evaluation
• Educational measurement
• Educational researcher
• Engineering education
• Geography in higher education
• Innovations in education & teaching
• Nursing education
• Sport, education and society
• Physical Health education
• Robotics
• ICT in education
• Sociology of education
• Teaching and teacher education
• Islamic studies education

• Urban education

• STEAM education
• Comparative education
• Drug education
• Education in autism
• Educational & behavioral statistics
• Remedial and special education
• Educational psychology
• Educational technology 
• Experimental education
• Health education
• Mathematics education
• Nutrition education
• Educational administration
• Educational planning
• Child Psychology
• Educational Management
• Guidance and Counselling
• Curriculum and instruction
• STEM Education

The Journal primarily aims at:

  1. Inculcating the spirit of research and enquiries and provide opportunity to participate in research and scholarship, among educators and professional teachers.
  2. Fostering academic scholarship as well as serving a platform for academic collaboration and networking among the scholars and researchers.
  3. Promoting knowledge through quality research outputs that can be translated in addressing educational issues and socio-economic problems of the society in the age of knowledge-driven economy.

We are strongly committed to promote the highest ethical publication practices and expects all submitting authors to uphold the high standards of publication ethics. Any case of ethical misconduct is treated very seriously, therefore authors must make sure that the submitted manuscript is original, is not wholly or in part re-publication of the author’s earlier work, and contains no fraudulent data. Authors will submit only entirely original works and will appropriately cite or quote the work of others. Manuscripts which have been published as copyrighted material elsewhere cannot be submitted as this constitute unethical publishing behaviour and it’s unacceptable. The corresponding author will verify that all co-authors have approved the final version of the paper and have agreed to its submission for publication.

The editor is responsible for deciding which of the papers submitted to the journal will be published. The decision will be based on the paper’s importance, originality and clarity, and the study’s validity and its relevance to the journal’s scope. The peer reviewing process assists the editorial board in making editorial decisions. Both the Assessor and the Author remain anonymous throughout the “double blind” review process. Assessors are selected according to their expertise in their particular fieldworks.