Numeracy and Pedagogical Studies in Primary Education (NPPE) provides immediate and unrestricted open access to all published content, in accordance with the principle that making research freely available to the public fosters a greater global exchange of knowledge, promotes educational equity, and supports the advancement of science and pedagogy in primary education. The journal believes that open access enhances the visibility, accessibility, and impact of scholarly work across diverse educational contexts.

As an open-access journal, NPPE allows readers to freely read, download, copy, distribute, print, search, or link to the full texts of its articles without financial, legal, or technical barriers. Users are also permitted to use the content for any lawful purpose, provided that proper attribution is given to the original authors and the source of publication. No prior permission is required from the publisher or the authors.

All articles published in NPPE are licensed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits anyone to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, even commercially, as long as appropriate credit is given to the original author(s) and the journal. The journal does not impose article processing charges (APCs) or submission fees, ensuring that authors and readers have equal opportunity to contribute to and benefit from open scholarship.

In alignment with international best practices and Scopus standards, NPPE is committed to the long-term preservation of its published content through digital archiving and indexing partnerships. The journal adheres to the principles of transparency, accessibility, and academic integrity as recommended by DOAJ, COPE, and OASPA, reinforcing its mission to disseminate high-quality research in mathematics education, numeracy, and pedagogical innovation at the primary level.