Teachers College Record is a prestigious academic journal in the field of education, published by SAGE Publications Inc., that has been a leading resource since its inception in 1976. This journal serves as a platform for scholarly articles, research studies, and critical analyses that inform and advance the understanding of educational theory, policy, and practice. With an impressive Scopus Rank placing it at #490 out of 1543 in the Social Sciences - Education category and a Q2 quartile ranking for 2023, it is recognized for its rigorous peer-review process and significant contributions to the field. Researchers, educators, and students can expect to find cutting-edge discussions on contemporary issues, innovative methodologies, and evidence-based practices. Although the journal does not currently offer open access, it remains a vital asset for those dedicated to enhancing educational outcomes and fostering intellectual discourse.

Comparative Philosophy: An International Journal of Constructive Engagement of Distinct Approaches toward World Philosophy, published by SAN JOSE STATE UNIVERSITY, is a leading platform for scholarly dialogue in the realm of philosophical inquiry. With an Open Access format since 2010, the journal seeks to facilitate the exchange of ideas among philosophers across different traditions, thus promoting an enriched understanding of global philosophical perspectives. Designed to cater to the interests of researchers, professionals, and students, the journal emphasizes the constructive engagement of diverse philosophical methodologies, addressing pressing contemporary issues and fostering interdisciplinary discourse. By bridging cultural and ideological divides, Comparative Philosophy plays a pivotal role in advancing philosophical thought and inquiry, making it an invaluable resource for anyone invested in the study of world philosophies.

Welcome to the JOURNAL OF DHARMA, a distinguished publication in the realms of Philosophy and Religious Studies, published by Dharmaram College, India. This journal has carved out a niche in academic scholarship, achieving notable rankings in Scopus—#374 in Religious Studies and #511 in Philosophy—demonstrating its relevance and contribution to the respective fields. With its scope encompassing a diverse range of topics from philosophical inquiry to religious discourse, the journal reflects a commitment to promoting critical dialogue and interdisciplinary research. Although it operates without an open-access model, the JOURNAL OF DHARMA invites contributions from researchers, professionals, and students keen on exploring the intricacies of human thought and spiritual practices. As it continues to evolve, the journal remains a key resource for those seeking to deepen their understanding of philosophical and religious inquiries from 2002 to 2024.

Critical Studies in Education, published by Routledge Journals, Taylor & Francis Ltd, is a leading journal in the field of education, with a distinguished Q1 ranking in the 2023 category quartiles. This esteemed journal, accessible to scholars in the United Kingdom and internationally, showcases cutting-edge research and critical perspectives on educational practices, theories, and policies, addressing the complex dynamics shaping contemporary education. With an impressive Scopus rank of #51 out of 1543 within the Social Sciences Education category, it places itself in the 96th percentile, underscoring its significant impact within the academic community. Researchers, educators, and students will find in-depth articles that challenge conventional thought and promote innovative approaches to learning and pedagogy, ensuring that Critical Studies in Education remains an essential resource for those dedicated to advancing educational scholarship and practice from 2008 through to 2024.

CURRICULUM INQUIRY is a prestigious academic journal published by Taylor & Francis Ltd, focusing on the dynamic field of education. Since its inception in 1976, this journal has served as a critical platform for researchers and practitioners alike to explore and interrogate various aspects of curriculum development and implementation. With an impressive Scopus ranking placing it at #502 out of 1543 in the Social Sciences Education category, it stands in the 67th percentile of its peers, reflecting its significant impact and relevance in the education sector. The journal is categorized in the Q2 quartile, further demonstrating its scholarly importance. Although it does not currently offer Open Access, CURRICULUM INQUIRY remains dedicated to advancing the discourse surrounding educational practices through rigorous peer-reviewed articles, critical reviews, and innovative research findings. Positioned for continued excellence through 2024 and beyond, this journal is essential reading for educators, policy-makers, and students invested in curriculum studies. For more information, readers can explore its comprehensive collections designed to stimulate critical thinking and pedagogical innovation.

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.

The JOURNAL OF AESTHETIC EDUCATION is a pivotal platform dedicated to the exploration and analysis of aesthetic experiences in educational contexts. Published by University of Illinois Press, this journal contributes significantly to the fields of Arts and Humanities, as well as Education, evidenced by its respectable ranking in the 2023 Scopus ratings. With an ISSN of 0021-8510 and an E-ISSN of 1543-7809, the journal seeks to bridge the gap between theoretical discourse and practical application, fostering interdisciplinary dialogue on how aesthetics informs learning and teaching processes. The journal has charted a course since 2002, publishing critical research and articles that encourage innovation in educational practices via aesthetic frameworks. Despite its current Q3 and Q4 quartile rankings in respective categories, the journal remains a vital resource for researchers, educators, and students seeking to deepen their understanding of the role aesthetics play in education. Positioned at the heart of the vibrant academic community in the United States, the JOURNAL OF AESTHETIC EDUCATION is an essential read for those keen to engage with the nuances of aesthetic inquiry in educational settings.

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.

Trans-Form-Acao is a prominent Open Access journal published by UNESP-MARILIA, dedicated to the field of Philosophy. Since its inception in 1974, the journal has fostered a vibrant academic discourse within the humanities, encouraging scholars to share innovative ideas and critical analyses. With an ISSN of 0101-3173 and an E-ISSN of 1980-539X, it has gained significant recognition in Scopus, ranking #285 out of 806 in the Arts and Humanities category, placing it in the 64th percentile for philosophy journals (2023). The journal's commitment to accessibility and rigorous scholarship has positioned it within the Q3 quartile, reflecting its growing influence and esteem in philosophical studies. Scholarly contributions are welcome across a range of philosophical topics, making it an essential resource for researchers, professionals, and students alike who seek to engage with contemporary philosophical thought. For further details, please refer to their address at AV HYGINO MUZZI FILHO, 737, MARILIA, SP 17525-900, BRAZIL.

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.