Belantika Pendidikan is an internationally peer-reviewed, open-access scientific journal dedicated to original research at the intersection of educational technology, instructional design, and vocational & professional education. The journal provides a rigorous scholarly platform for researchers, educators, curriculum developers, and educational policymakers to share findings that advance theory and evidence-based practice in contemporary education.

With a particular commitment to documenting educational innovation in Indonesia and Southeast Asia, the journal contributes a developing-country perspective to the global body of knowledge — addressing challenges unique to transitional education systems while maintaining relevance to international audiences. All articles undergo double-blind peer review by experts from relevant disciplinary domains before publication.

The journal welcomes original contributions in the following eight core thematic areas. Submissions are evaluated on their scientific rigour, methodological soundness, contribution to theory or practice, and relevance to at least one of the themes below.

All manuscripts undergo double-blind peer review by a minimum of two expert reviewers. Manuscripts reporting development research must include data on validity, practicality, and effectiveness. Quasi-experimental studies must report effect sizes and homogeneity analyses. Bibliometric studies must disclose the database, search strategy, and timeframe.

While Belantika Pendidikan welcomes contributions from researchers worldwide, it maintains a particular scholarly commitment to educational issues within Indonesia and the Southeast Asian region. This regional focus is a deliberate scientific strength rather than a limitation: findings from transitional and developing education systems offer unique comparative value for the international research community, particularly in topics such as vocational education reform, technology adoption in resource-constrained settings, multilingual and multicultural classroom dynamics, and national curriculum policy implementation.

Authors conducting studies in other geographic contexts are welcome, provided their work makes an explicit contribution to the thematic areas defined in this scope. Cross-national and comparative education studies are especially encouraged.

The journal addresses researchers, academic educators, instructional designers, curriculum specialists, school and university administrators, language education practitioners, vocational education policymakers, and postgraduate students in education, educational technology, applied linguistics, and related interdisciplinary fields.