Psychology Learning & Teaching (PLT)

Psychology Learning & Teaching (PLAT) is a distinguished international, peer‑reviewed journal published by SAGE Publications that explores how to improve the teaching and learning of psychology at all educational levels. Established in 2001, the journal serves as a forum for scholarship on pedagogy, instructional innovations, assessment strategies, and educational research specific to psychology. Its triannual publication schedule ensures a steady flow of high‑quality research articles, comprehensive reviews, thought‑provoking target articles with peer commentary, and reports on innovative practices that contribute to effective psychology education and training. With a commitment to advancing psychological instruction worldwide, PLAT addresses topics such as methods of teaching psychology, student and teacher characteristics related to educational outcomes, competence‑based assessment, instructional quality, and policy influences on psychology education. The journal welcomes contributions that bridge theory and practice, inform curriculum design, and promote reflective teaching practices grounded in empirical evidence. Serving educators, researchers, curriculum developers, and graduate students, PLAT fosters interdisciplinary dialogue and enhances professional understanding of psychology pedagogy. With editorial leadership and a global board of scholars, it plays an important role in shaping research and practice in psychology education internationally.

Psychology Learning & Teaching (PLT) is :-

• International, Peer-Reviewed, Open Access, Refereed, General Psychology, Education, teaching and learning of psychology, student and teacher characteristics related to educational outcomes, competence‑based assessment, instructional quality, policy influences on psychology education, The journal welcomes contributions that bridge theory and practice, inform curriculum design , Online or Print , Triennially Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 1475‑7257, E-ISSN: 2057‑3022, Established: 2001, Impact Factor: 1.5
• Does Not Provide Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE