Revista de Filosofia-Madrid is a prestigious open access journal dedicated to the field of philosophy, published by the Universidad Complutense de Madrid since 1987. With a commitment to fostering critical discourse and intellectual exploration, this journal serves as a platform for philosophers, researchers, and students alike, offering a range of articles that reflect contemporary philosophical debates and historical perspectives. The journal is indexed in Scopus, ranking in the 41st percentile within its category, and emphasized as a Q3 ranked publication for 2023. The journal’s open access model ensures that its content is freely available to a global audience, promoting widespread dissemination of philosophical knowledge and ideas. As part of its mission, Revista de Filosofia-Madrid seeks to bridge diverse philosophical traditions while encouraging innovative approaches to age-old questions, making it an invaluable resource for anyone engaged in philosophical inquiry.

CHILD DEVELOPMENT, published by WILEY, stands as a premier journal in the fields of developmental and educational psychology, education, pediatrics, perinatology, child health, and social work. Established in 1945, it has consistently maintained a strong impact, underscored by its 2023 Q1 ranking in multiple relevant categories, as well as its esteemed positions within Scopus rankings, including a remarkable 14th place in Pediatrics. The journal serves as a vital resource for researchers and professionals, offering rigorous peer-reviewed articles that explore pivotal aspects of child development through a multidisciplinary lens. Although it does not currently offer open access options, CHILD DEVELOPMENT remains influential, addressing critical topics in child psychology, policy implications, and educational practices. Researchers and students alike will find the journal’s comprehensive scope instrumental in advancing their understanding and fostering an evidence-based approach to contemporary child development issues.

Contemporary Issues in Early Childhood is a leading academic journal published by SAGE Publications Ltd, dedicated to advancing the field of early childhood education and developmental psychology. With an ISSN of 1463-9491, this journal serves as a vital platform for disseminating research that addresses both pressing and emerging challenges in early childhood contexts. It has established itself within the academic community, currently ranked in the Q3 category for Developmental and Educational Psychology and Q2 for Education, reflecting its significant contribution to the field. The journal's robust scholarly output, indexed in Scopus, underscores its essential role, ranking 623rd out of 1543 in Social Sciences Education and 198th out of 360 in Developmental and Educational Psychology. By offering critical insights and fostering discussions among researchers, educators, and practitioners, Contemporary Issues in Early Childhood remains an invaluable resource for those committed to enhancing early childhood practices and policies, influencing both theory and application in the United Kingdom and beyond.

JOURNAL OF PHILOSOPHY OF EDUCATION, published by Oxford University Press, serves as a premier platform for interdisciplinary research at the intersection of education, history, and philosophy. Established in 1967, this journal has consistently contributed to the academic discourse by publishing insightful articles that challenge conventional thinking and inspire innovative pedagogical practices. With a distinguished ranking in the top quartiles of History and Philosophy and a respectable Q3 position in Education, it occupies a significant niche in the scholarly community. The journal's high Scopus rankings signify its impact, being placed in the 94th percentile for History and the 86th percentile for Philosophy. It welcomes contributions that explore theoretical frameworks, historical contexts, and practical implications of philosophical inquiries into education. Although it does not currently offer Open Access options, the journal remains a vital resource for academics and practitioners seeking to deepen their understanding of educational philosophy. With contributions expected to continue until 2024, the JOURNAL OF PHILOSOPHY OF EDUCATION is poised to remain a crucial avenue for advancing educational thought and research.

Teaching Philosophy is a renowned academic journal dedicated to the in-depth exploration and critical examination of philosophical dimensions in education. Published by the Philosophy Documentation Center, the journal has been a cornerstone in the field since its inception in 1977, providing a rich resource for educators, researchers, and students interested in the philosophical underpinnings of teaching and learning. With an ISSN of 0145-5788 and an E-ISSN of 2153-6619, it serves as a vital platform for disseminating research that bridges the gap between philosophy and educational practice. Although currently not an open-access journal, Teaching Philosophy maintains a significant impact within its field, reflected by its impressive quartile rankings—Q4 in Education and Q2 in Philosophy, as well as its Scopus rankings that position it within the top half percentile of both the Philosophy and Education categories. The journal aims to foster scholarly dialogue on diverse philosophical topics in pedagogy, ensuring that insights from philosophy continue to inform and enhance educational practices. Whether one is a seasoned philosopher or a budding educator, Teaching Philosophy presents an invaluable avenue for enriching understanding and engagement in the discipline.

Children & Society is an esteemed journal published by WILEY, dedicated to advancing the interdisciplinary understanding of issues affecting children and young people within their social contexts. With an ISSN of 0951-0605 and an E-ISSN of 1099-0860, this journal serves as a vital platform for researchers and practitioners in the fields of Education, Health (social science), and Life-span and Life-course Studies, reflecting its impactful position as evident in its Q2 rankings across multiple categories in 2023. As a reputable publication based in the United Kingdom, Children & Society aims to contribute to the scholarly conversation surrounding policy, practice, and research that influences children’s lives globally, bridging academic insights with real-world applications. The journal’s breadth of themes encourages the exploration of social work practices, developmental psychology, and educational strategies, making it an essential resource for academics, professionals, and students alike seeking to deepen their understanding of children's societal roles.

Filozofska Istrazivanja is a distinguished open-access journal dedicated to the field of philosophy, published by the Croatian Philosophical Society. Since its inception, the journal has provided a platform for the dissemination of philosophical research, fostering scholarly dialogue and critical engagement within the discipline. With an ISSN of 0351-4706, this journal has been freely accessible to readers since 2005, reflecting its commitment to promoting knowledge and accessibility in the academic community. As measured by its Q4 in Philosophy category quartile for 2023 and its Scopus ranking of #770/806 in the Arts and Humanities field, Filozofska Istrazivanja continues to serve as a crucial resource for researchers, educators, and students alike seeking to explore contemporary philosophical issues and debates. The journal encourages submissions that contribute to various philosophical subfields, enriching the discourse and providing new insights that can elevate the understanding of philosophical thought.

PENSAMIENTO is a distinguished journal published by the Universidad Pontificia Comillas Madrid, Faculty of Philosophy, providing a platform for scholarly discourse in the field of philosophy. With its ISSN 0031-4749 and E-ISSN 2386-5822, the journal has embraced Open Access since 2016, promoting wider dissemination of philosophical research and thought. Located in Spain, it has established itself as a vital resource for academics, researchers, and students interested in contemporary philosophical inquiries and discussions. As of 2023, PENSAMIENTO is ranked Q3 in the Arts and Humanities, specifically within the Philosophy category, highlighting its emerging impact in the scholarly community with a Scopus rank of #575 out of 806, placing it in the 28th percentile. With its coverage spanning from 2002 to 2024, PENSAMIENTO is committed to contributing to the ongoing evolution of philosophical thought and ensuring that fresh perspectives can thrive within academia.

REVUE PHILOSOPHIQUE DE LOUVAIN is a distinguished academic journal dedicated to the exploration of philosophical discourse and thought, published by PEETERS in Belgium. With an ISSN of 0035-3841 and E-ISSN 1783-1768, this journal has been a significant contributor to the field of philosophy since its inception in 1973. Although it has been classified in Q4 in the 2023 Philosophy category with a Scopus rank of 488 out of 762, the journal has established a reputation for fostering rigorous dialogue and covering a diverse array of philosophical topics through comprehensive articles and critical essays. Despite a temporary discontinuation in Scopus coverage from 2019 to 2021, REVUE PHILOSOPHIQUE DE LOUVAIN remains a significant platform for scholars, professionals, and students looking to engage deeply with contemporary philosophical issues. The journal's commitment to philosophical inquiry is complemented by its accessible publication model, although it does not currently offer open access options. For those based in or visiting Leuven, Belgium, the journal's office is located at BONDGENOTENLAAN 153, B-3000 LEUVEN, BELGIUM, a hub of intellectual engagement in the heart of Europe.

Paideusis - The Journal of the Canadian Philosophy of Education Society serves as a vital platform for scholarly discussion and inquiry within the field of philosophy of education. Published by the Canadian Philosophy of Education Society (CPES) and embracing an Open Access model since 1987, this journal fosters an inclusive environment for researchers, educators, and students seeking to engage with contemporary educational theories and practices. With an emphasis on philosophical reflection and critical analysis, Paideusis invites contributions that challenge and extend our understanding of educational paradigms, making it a crucial resource for those committed to advancing discourse in education. The journal not only aims to promote intellectual engagement but also to cultivate a community where new ideas can flourish, ultimately shaping the future of educational thought and practice.