Open Praxis, published by the International Council for Open and Distance Education, is a premier open-access journal dedicated to advancing the field of open and distance education. With its ISSN 2304-070X and E-ISSN 2304-070X, Open Praxis has been providing a platform for rigorous research and innovative practice since 2013, catering to an expanding audience of researchers, educators, and policy-makers interested in the latest advancements in educational methodologies and technologies. The journal is indexed in Scopus, achieving impressive rankings within both the Library and Information Sciences (Rank #72/280, Percentile 74th) and Education (Rank #453/1543, Percentile 70th) categories, highlighting its significant impact in the academic community. Operating under a commitment to open access principles, Open Praxis facilitates knowledge dissemination and collaboration, making vital research accessible to a global audience. Scholars aiming to stay at the forefront of open and distance learning are invited to engage with this journal, which serves as a critical resource for emerging trends, challenges, and solutions in education.

Magis-Revista Internacional de Investigacion en Educacion, an esteemed journal published by the Pontificia Universidad Javeriana, Facultad de Educación, has been a vital contributor to the field of education research since its inception in 2008. With its Open Access policy, the journal ensures that valuable research findings are accessible to a global audience, promoting the sharing of knowledge and fostering collaboration among researchers, educators, and students. Currently positioned in the Q3 category in Education and ranked #893 out of 1543 in the Scopus Ranks for Social Sciences in Education, Magis maintains a commitment to advancing scholarly discourse through rigorous peer-reviewed publications. The journal's scope encompasses a wide array of educational topics, reflecting diverse perspectives and innovative methodologies. With a convergence of scholarly efforts until 2024, Magis is poised to play a pivotal role in shaping the future of educational research in Latin America and beyond.

Welcome to the International Journal of Comparative Education and Development, a premier academic platform dedicated to advancing research and discourse in the fields of education and development. Published by EMERALD GROUP PUBLISHING LTD in the United Kingdom, this journal serves as a crucial resource for scholars and practitioners aiming to explore comparative education methodologies and their implications for policy and practice. With an ISSN of 2396-7404 and an E-ISSN of 2309-4907, the journal has been a vital contributor to the global education landscape since its inception in 2016, operating under a comprehensive and forward-thinking agenda that extends to 2024. The journal boasts a respectable Scopus Rank in the education category, positioned at #649 out of 1543, marking its influential standing in the social sciences. In 2023, it earned a Q3 category designation in education, underscoring its relevance and scholarly merit. While operating under a non-open access model, it ensures that subscribers and affiliated institutions have access to pioneering research that bridges theoretical insights and practical applications. Researchers, educators, and policymakers are encouraged to submit their work to enrich our ongoing dialogue and influence the future of education globally.

Journal of Education Culture and Society, published by UNIV WROCLAW in Poland, serves as a pivotal platform in the interdisciplinary exploration of educational practices, cultural dynamics, and societal impacts. Recognized for its commitment to openness since 2010, this Open Access journal has garnered respect within various academic circles, evidenced by its impressive 2023 Scopus Rankings, including a Q3 classification in Education and a Q1 in History. With its focus on critical analyses related to history, sociology, and psychology, the journal not only facilitates scholarly discourse but also contributes to the nuanced understanding of education's role in shaping culture and society. Researchers, professionals, and students alike will find the journal an essential resource for advancing knowledge, fostering innovation, and encouraging informed discussions in these fields.

The Canadian Journal of Educational Administration and Policy, published by the University of Manitoba's Department of Educational Administration, Foundations, and Psychology, serves as a vital platform for scholars and practitioners committed to the enhancement of educational leadership and policy across Canada. With an ISSN of 1207-7798 and an E-ISSN of 1207-7798, this journal actively contributes to the discourse surrounding educational administration and the strategic management of educational institutions. Although currently categorized as Q4 in both the Education and Strategy and Management fields, the journal is poised to foster innovative research that addresses contemporary challenges in education policy and administration, thus encouraging submissions that can elevate its impact and standing. Researchers and students can engage with cutting-edge studies that explore vital themes in educational effectiveness, governance, and reform, as the journal aims to span a converged time frame from 2020 to 2024. Notably, while the journal does not currently offer open access, it remains an essential resource for those invested in the advancement of educational practices and policies in a Canadian context.

Asia Pacific Education Review, published by SPRINGER, is a leading journal in the field of education, recognized for its rigorous scholarship and innovative contributions. With an ISSN of 1598-1037 and an E-ISSN of 1876-407X, the journal has established itself as a significant platform for research articles, reviews, and discussions focusing on educational practices and policies within the Asia Pacific region. As of 2023, it holds a commendable Q2 quartile ranking in education and is positioned in the top 83rd percentile of Scopus’ Social Sciences Education category. The journal aims to disseminate knowledge that fosters educational improvement and equity, making it an essential resource for researchers, educators, and policymakers alike. While Asia Pacific Education Review offers subscription-based access, it continues to attract a diverse readership from across the globe, including countries such as the Netherlands, where it is headquartered at VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT. Engage with cutting-edge research that shapes the future of education in this vital region.

Education in the Knowledge Society is a prominent open-access journal published by EDICIONES UNIV SALAMANCA, aimed at advancing research and discourse within the fields of Education and Computer Science, particularly in their intersection. With an ISSN of 2444-8729, this journal has been dedicated to disseminating scholarly work since its establishment in 2015, providing free access to invaluable content that enhances the global conversation around educational practices in the digital era. The journal has earned a strong reputation, evidenced by its impressive Scopus rankings—#55 out of 1406 in the Social Sciences _ Education category, placing it in the 96th percentile, and #129 out of 747 in Computer Science _ Computer Science Applications, in the 82nd percentile. While its coverage in Scopus has reached a temporary halt, the journal continues to serve as an essential resource for researchers, professionals, and students who seek to explore the evolving dynamics of knowledge acquisition and dissemination in today's society. The journal's commitment to fostering innovative educational frameworks underlines its significance in shaping future scholarly investigations and practical implementations.

OXFORD REVIEW OF EDUCATION, published by Routledge Journals, Taylor & Francis Ltd, is a premier peer-reviewed academic journal dedicated to advancing research and scholarship in the field of education. Established in 1975, this esteemed journal has become a vital academic resource, currently holding a prestigious Q1 ranking in Education, with a Scopus rank of #260 out of 1543 in the Social Sciences - Education category, placing it in the top 17% of journals in its field. With a commitment to publishing articles that address both theoretical and practical aspects of education, the journal serves as a platform for innovative research, discussions, and insights that reflect contemporary educational practices and policies. Although not an open-access publication, the OXFORD REVIEW OF EDUCATION continues to foster scholarly dialogue and contribute significantly to the understanding of educational development and reform globally, making it an indispensable resource for researchers, educators, and policymakers alike.

The International Journal of Educational Research, published by ELSEVIER SCI LTD, is a premier peer-reviewed journal dedicated to advancing the field of education. With a strong emphasis on innovative educational practices and research methodologies, this journal encompasses a wide range of topics within education, from curriculum development to policy analysis. Having established itself as a leading publication in the education sector since its inception in 1986, it currently holds a prestigious Q1 ranking in the Education category and ranks #183/1543 in the Scopus Social Sciences Education field, placing it in the top 88th percentile among its peers. Although the journal does not offer open access, it presents an invaluable resource for researchers, educators, and students seeking to enhance their understanding of educational theories and practices. By fostering a platform for significant research findings, the International Journal of Educational Research plays a crucial role in shaping educational policies and practices worldwide.

REVIEW OF HIGHER EDUCATION is a premier academic journal published by Johns Hopkins University Press, focusing on the dynamic field of higher education research. With an ISSN of 0162-5748 and an E-ISSN of 1090-7009, this journal operates without Open Access, ensuring a curated selection of high-impact research contributions. Based in the United States, at Journals Publishing Division, 2715 North Charles St, Baltimore, MD 21218-4363, the journal has established a significant presence since its inception in 1996, converging rigorous scholarship into practical insights for educational policy and practice through 2024. In the realm of education, it proudly ranks within the top quartile (Q1) of journals and is recognized in the Scopus rankings as #379 out of 1543 in the Social Sciences: Education category, placing it in the 75th percentile—a testament to its influence and reach. The journal's objectives center around promoting innovative research that informs and transforms higher education systems, making it an invaluable resource for researchers, professionals, and students dedicated to advancing the discourse in this vital area.