Revista EDaPECI-Educacao a Distancia e Praticas Educativas Comunicacionais e Interculturais, published by the Universidade Federal de Sergipe, is a distinguished open-access journal focusing on innovative practices in distance education and intercultural communication within educational contexts. Since its inception in 2009, this journal has aimed to provide a platform for researchers, educators, and practitioners to share insightful studies and methodologies that enhance teaching and learning processes in diverse educational settings. With an ISSN of 2176-171X, it contributes to the growing discourse on the integration of technology in education and aims to bridge gaps in intercultural understanding. The journal's commitment to open access ensures that knowledge is accessible to all, fostering collaboration and advancement in educational practices globally. As the field of distance education continues to evolve, Revista EDaPECI stands out as an essential resource for those seeking to explore and contribute to this dynamic and impactful area of study.

Revista Electronica de Investigacion Educativa, published by Universidad Autónoma Baja California, Inst Investigación & Desarrollo Educativo, serves as a pivotal platform in the field of education research. Established as an Open Access journal since 1999, it provides unrestricted access to a wealth of scholarly articles that contribute to the understanding and development of educational practices and policies. With a Q3 rank in the education category for 2023, it is recognized within the Scopus database, ranking #923 out of 1543 in the Social Sciences and Education sector, placing it in the 40th percentile. The journal aims to foster innovative research and interdisciplinary dialogue among educators, researchers, and policymakers, making significant strides in advancing educational methodologies and including diverse voices from the Latin American region. With coverage converging from 2006 to 2024, the Revista provides a snapshot of evolving educational trends and challenges, solidifying its role as an essential resource for those invested in educational development and research.

ETD Educacao Tematica Digital is a distinguished academic journal published by UNIV ESTADUAL CAMPINAS, FAC EDUCACAO, and has been at the forefront of educational research since its inception in 2004. With a focus on digital education and thematic approaches, this open access journal facilitates the dissemination of knowledge and innovative practices in the field of education, making it an invaluable resource for researchers, educators, and students alike. Its dedicated editorial board fosters discourse on the integration of technology within educational frameworks, ensuring the publication of high-quality articles that resonate with contemporary challenges and advancements in education. The journal’s commitment to accessibility and scholarly rigor positions it as a leading venue for those seeking to advance their understanding and application of digital pedagogies. With the ISSN 1676-2592, ETD aims to contribute significantly to the global discourse on educational methodologies and digital learning environments.

TEACHING IN HIGHER EDUCATION is a premier academic journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to advancing the scholarship and practice of teaching within the higher education sector. With an ISSN of 1356-2517 and an E-ISSN of 1470-1294, this journal is widely recognized for its profound impact in the field, boasting a 2023 category rank of Q1 in Education, placing it in the top tier of educational research. Its commitment to fostering an inclusive and dynamic discourse on pedagogical methods and learning frameworks makes it essential reading for researchers, educators, and policymakers alike. Spanning topics such as student engagement, curriculum development, and innovative teaching strategies, TEACHING IN HIGHER EDUCATION aims to contribute to ongoing conversations and practical applications that enhance the educational landscape. While an Open Access option is not available, the journal maintains a robust readership, with its articles being rigorously peer-reviewed and disseminated to reflect cutting-edge research trends and practices in education.

Education et Francophonie is a distinguished academic journal published by the Association Canadienne d'Éducation en Langue Française (ACELF), dedicated to the exploration and advancement of research in the field of French language education. With its ISSN 0849-1089 and E-ISSN 1916-8659, this journal serves as a vital platform for scholars, educators, and practitioners to disseminate their findings and engage in meaningful dialogue about the educational challenges and innovations within Francophone contexts. Although currently lacking in open access options, the journal's rigorous peer-review process ensures the publication of high-quality, impactful research that rigorously addresses the needs and dynamics of French language education in Canada and beyond. As a key resource for researchers and professionals, Education et Francophonie fosters a deeper understanding of pedagogical strategies, policy development, and cultural integration in language education, making it indispensable for anyone invested in the francophonie and education sectors.

Journal of Education-US, published by SAGE Publications Inc, is an esteemed academic journal dedicated to advancing the field of education through rigorous research, theoretical discourse, and diverse methodologies. With both print (ISSN: 0022-0574) and digital (E-ISSN: 2515-5741) formats available, this journal serves as a vital resource for educators, researchers, and policy-makers alike. The journal is classified in the Q2 quartile for Arts and Humanities and Q3 for Education as of 2023, reflecting its influence within the academic community. It holds a respectable rank of #908 out of 1543 in the Scopus database within the Social Sciences Education category, indicating its relevance and contribution to ongoing debates and innovations in educational practices and theories. While not currently an open-access journal, its carefully curated articles provide valuable insights and foster critical discussions that drive the education sector forward. With a publication span from 2005 and ongoing, the Journal of Education-US remains a cornerstone for impactful scholarship in education.

Frontiers in Education is a distinguished open-access journal published by FRONTIERS MEDIA SA, dedicated to the advancement of educational research and practice. Launched in 2016, this journal has quickly established itself within the field, attaining a Q2 ranking in Education for 2023, positioning it among the top-tier publications in the field. With a Scopus rank of #580 out of 1543, it lies in the 62nd percentile, highlighting its significance and reach within the scholarly community. Based in Lausanne, Switzerland, Frontiers in Education aims to provide a collaborative platform for educators, researchers, and practitioners to disseminate high-quality research findings and innovative educational practices. As an open-access publication, it not only champions the principles of accessibility but also enhances the visibility and impact of its published work. This journal is instrumental in shaping the future of education through rigorous research, critical analysis, and the promotion of best practices, making it an essential resource for anyone invested in the field.

The International Journal of Teacher Education and Professional Development, published by IGI GLOBAL, is a pivotal resource in the fields of education and professional development, dedicated to advancing scholarship and practice within teacher education. With a focus on innovative methodologies, current challenges, and best practices, this journal provides a platform for researchers, practitioners, and educators to disseminate their findings and insights. Although it currently operates under a non-open access model, articles are rigorously peer-reviewed to maintain high academic standards and contribute meaningfully to the discourse on effective teaching and learning strategies. By embracing diverse educational contexts and promoting a global perspective on teacher training, this journal serves as an essential tool for those committed to enhancing educational outcomes worldwide. Its engagement with contemporary issues ensures its relevance in academic circles and practical applications alike, making it a must-read for stakeholders in the educational landscape.

Teaching Education, published by Routledge Journals, Taylor & Francis Ltd, is a pivotal journal in the field of educational studies, with an ISSN of 1047-6210 and an E-ISSN of 1470-1286. Established in the United Kingdom, this journal has significantly contributed to the discourse on educational theory and practice since its inception in 1987, with a focus on research that enhances teaching methodologies and promotes effective learning environments. With a commendable Scopus rank of 419 out of 1543 in the Social Sciences - Education category, placing it in the 72nd percentile, it attracts a diverse range of scholarly contributions that elevate the quality of education worldwide. Although it does not offer open access, Teaching Education remains an essential resource for researchers, educators, and policy makers interested in the latest developments and insights in educational practices, making it a valuable addition to any academic library.

The Clinical Teacher is a leading journal published by WILEY, dedicated to fostering excellence in medical education and enhancing the skills of healthcare educators. With an ISSN of 1743-4971 and an E-ISSN of 1743-498X, this esteemed publication has gained recognition for its practical insights and innovative approaches, particularly in the realms of Teaching and Assessment within the medical field. Since its inception in 2006, it has maintained a notable impact within its categories, ranking Q3 in Medicine (miscellaneous) and an impressive Q1 in Review and Exam Preparation as of 2023. The journal's commitment to advancing educational practices is reflected in its exceptional Scopus ranking of #1 in the Nursing Review and Exam Preparation category, placing it in the 87th percentile of its peers. Although not open access, The Clinical Teacher serves as an invaluable resource for researchers, educators, and healthcare professionals focused on improving the learning experiences of future medical practitioners. With continued contributions from eminent figures in the field, this journal stands as a vital platform for the dissemination of knowledge and the evolution of teaching methodologies in clinical settings.