About the Journal
The International Society that Learn Journal (IStLJ) is a peer-reviewed, open-access academic journal that adopts an interdisciplinary approach to the relationship between education and society. The journal supports the free dissemination of scientific knowledge and provides unrestricted access to all published content.
IStLJ is published biannually (June and December) in an online format. The journal accepts manuscripts in Turkish and English. Its first issue was published in June 2024.
All submissions undergo a double-blind peer review process and are evaluated in accordance with internationally recognized standards of academic ethics.
Publication Format: Electronic
Content Type: Academic
Access Model: Open Access
e-ISSN: 3023-8374
DOI Prefix: 10.64782 (Crossref)
The journal is published by Öğrenen Akademi, an independent academic publishing organization dedicated to scholarly publishing and the dissemination of scientific research.
Publisher Website: https://www.ogrenen.com
Contact: editor@ogrenen.net
Manuscripts are accepted only through the journal’s online submission system. Submissions sent via email are not considered for review.
About the Journal Name and Conceptual Orientation
The title International Society That Learn is a deliberate and conceptually grounded choice rather than a conventional linguistic formulation.
The phrase “That Learn” reflects the journal’s understanding of learning as a continuous, collective, and evolving process, rather than a fixed or completed state. In this sense, learning is not treated as an attribute that societies possess once and for all, but as an ongoing practice shaped by cultural, social, institutional, and historical contexts.
By intentionally moving beyond rigid grammatical conventions, the journal emphasizes a plural and inclusive conception of learning societies. The title aligns with contemporary perspectives in education that highlight lifelong learning, learning communities, and transformative learning processes across diverse settings.
This naming choice also reflects the journal’s commitment to intellectual openness and epistemic diversity, recognizing that learning societies emerge in multiple forms across different cultures, languages, and educational systems. Rather than reproducing a single normative model, the journal seeks to provide a scholarly space where diverse understandings of learning and education can engage in dialogue.
While the title is distinctive, the journal adheres to established international academic standards in its editorial policies, peer-review processes, and publication ethics. Conceptual openness in naming is thus complemented by methodological rigor and scholarly integrity in practice.
