EJOLTs publishes two main types of papers:

1. Research that uses Living Educational Theory Research principles and practice to generate the researcher's own living-educational-theory.
2. Enquiries into the principles and processes of Living Educational Theory as a distinct educational research paradigm.

There may be overlap between these two main types of papers.

Published accounts usually take the form of a standard academic paper but may also take the form of an academic poster.

All papers published by EJOLTs must meet the following criteria, that is, the account: 

• includes an abstract, which is no more than 230 words long.
• Is at least 5,000 and not more than 12,000 words in total (including references, appendices etc.).
• Is written in standard international English of a quality appropriate for an international academic journal.
• Is of a high academic and scholarly quality, providing a well-reasoned argument that demonstrates the author's creative and critical engagement with their own thinking and the thinking of others.
• Clearly includes the distinguishing qualities of a Living Educational Theory Research methodology and/or the contribution it makes to the field of Educational Living Theory Research. 
• Includes clear descriptions and explanations of the context(s), purposes, processes and outcomes of the research.
• Can be understood by practitioners from diverse fields of practice, research and cultural contexts.
• Provides details of the normative background of the research.
• Includes descriptions and explanations, as appropriate, of the author/s' educational influence:

– in their own learning to realise their responsibilities as professional practitioners and global citizens;

– in the learning of others,  to improve their practice with values of human flourishing, particularly those who comprise and / or influence the social formation;

– in the learning of social formations, which is the context of the author/s' practice, to realise its raisons d'être with values of human flourishing.

• Identifies and communicates the author/s' values clarified as they emerge in the course of the research, which for the:

– explanatory principles in the exposition of the research;

– standards of judgment to validate claims by the author/s to have had enhanced their educational influence in their own learning, in the learning of others, and in the learning of the social formation, which is the context of their practice;

– standards of judgment to validate (epistemological) claims to knowledge.

• Is relatable, that is it may be of use to a reader to develop their understanding of their own values-led practice and ability to improve it.