About the Journal

Journal of Learning and Multidisciplinary Teaching (JLMT) is a peer-reviewed, open-access academic journal published by the Nohan Institute. The journal is dedicated to disseminating high-quality research and innovative scholarly work that bridges multiple disciplines in the context of learning and teaching. JLMT serves as a platform for educators, researchers, and practitioners to share insights, theoretical developments, and empirical findings that contribute to the advancement of multidisciplinary education and pedagogical innovation.

JLMT welcomes original empirical studies, conceptual and theoretical papers, literature reviews, case studies, and applied research reports that explore multidisciplinary approaches to teaching, curriculum integration, educational technologies, learning environments, and professional development. The journal particularly encourages submissions that highlight collaboration across disciplines and promote creative, critical, and holistic approaches to learning and instruction.

To ensure academic excellence and publication integrity, JLMT implements a blind peer-review process, where each manuscript is independently evaluated by at least two experts in relevant fields. Submitted manuscripts must be original, unpublished, and not under review in any other journal. Articles may be written in Indonesian or English.

JLMT adopts an open-access policy under the Creative Commons Attribution-ShareAlike 4.0 (CC BY-SA 4.0) license, ensuring that all published content is freely accessible to readers worldwide and can be shared or adapted with appropriate attribution. This policy reflects the journal’s commitment to promoting the wide dissemination of academic knowledge for both national and international audiences.

The journal is published three times a year (February, June, and August). Through its emphasis on multidisciplinary perspectives, educational innovation, and global accessibility, JLMT aims to become a leading platform for the exchange of transformative ideas and the advancement of scholarship in the fields of learning and teaching.