Foro Educacional is a dedicated scholarly journal that serves as a critical platform for discussing and advancing educational research and practices in the contemporary context. Published by UNIV CATOLICA SILVA HENRIQUEZ in Santiago, Chile, this journal primarily focuses on the intersection of pedagogy, curriculum development, and educational policy within the Latin American context. With a commitment to promoting open dialogue and disseminating innovative teaching methodologies, Foro Educacional aims to provide researchers, educators, and policy-makers with valuable insights and practical solutions for enhancing educational systems. Although listed as an Open Access journal, it currently operates under traditional access guidelines, ensuring that research findings are available to a broad audience while upholding academic rigor. The journal seeks to attract contributions from diverse educational fields, emphasizing the importance of collaborative efforts in addressing the challenges faced in modern education. Researchers, professionals, and students are invited to engage with the stimulating discussions that mark this journal as a vital resource in the educational landscape.

Race Ethnicity and Education is a premier interdisciplinary journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to exploring critical issues at the intersection of race, ethnicity, and educational practices. With an impressive impact factor and distinguished Scopus rankings placing it in the top quartile across categories such as Cultural Studies, Demography, and Education, this journal provides a rich platform for innovative research that addresses the complexities of educational equity and social justice. Since its inception in 1998, the journal has aimed to advance knowledge in these crucial areas, facilitating scholarly dialogue among researchers, educators, and policy makers. With a commitment to disseminating high-quality research, Race Ethnicity and Education plays an essential role in shaping the future of educational discourse, making it a must-read for anyone invested in the fields of education and social justice.

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.

Praxis & Saber is a premier open-access journal published by UNIV PEDAGOGICA & TECNOLOGICA COLOMBIA, featuring a commitment to the dissemination of high-quality research across diverse fields related to education, technology, and pedagogy. Since its inception in 2010, this journal has served as a vital platform for scholars, educators, and practitioners to share innovative ideas and empirical studies that advance pedagogical practices in Colombia and beyond. With its accessible format, Praxis & Saber encourages a global exchange of knowledge and insights, crucial for driving educational reforms and enhancing teaching methodologies. Researchers and professionals can benefit from its rich repository of articles that reflect current trends and challenges in the educational landscape. Whether you are looking to publish your findings or seek inspiration for your work, Praxis & Saber stands out as an essential resource in the academic community.

Education Citizenship and Social Justice is a prominent academic journal published by SAGE Publications Inc, dedicated to advancing the discourse around education's role in citizenship and social justice issues. Since its inception in 2006, the journal has provided a critical platform for researchers, educators, and policymakers to explore the intersections of education, citizenship, and equity within diverse societal contexts. With an impressive ranking of #685 out of 1543 in the Social Sciences - Education category and a 2023 Quartile 2 status, it is firmly established as a significant resource in its field. Although the journal does not currently operate with an open access model, its impact on the education sector remains profound, offering valuable insights that contribute to the development of inclusive educational practices. Researchers and students alike will find the journal's rigor and commitment to social justice principles vital as they navigate the evolving landscape of educational research and policy.

The Journal of Peace Education, published by Routledge Journals, Taylor & Francis Ltd, is a pioneering forum for academic discourse in the intersecting realms of education, political science, and sociology. ISSN 1740-0201 and E-ISSN 1740-021X, this journal is committed to advancing the understanding of peace, conflict resolution, and education's role in fostering a peaceful society. With a solid impact factor and ranked Q2 in 2023 across multiple categories including Education and Political Science and International Relations, the journal occupies a prominent space in the academic landscape. The journal addresses a broad scope that relates to innovative educational practices fostering peacebuilding, while also nurturing critical discussions around social justice and human rights. Located in the United Kingdom, the journal has been publishing high-quality research since 2010, with the convergence of knowledge expected to continue until 2024 and beyond. The Journal of Peace Education is pivotal for researchers, professionals, and students seeking to enhance their understanding of peace education and to contribute to meaningful dialogues elevating societal harmony.

Power and Education, published by SAGE Publications Ltd, is an esteemed journal that explores the intricate relationship between power dynamics and educational practices. With its E-ISSN of 1757-7438, the journal provides an essential platform for scholars and practitioners in the fields of education, sociology, and political science. Since its inception in 2009, the journal has maintained a consistent focus on critical issues in education, aiming to illuminate how structures of power influence educational systems and outcomes. Recognized for its academic rigor, it ranks in the Q3 quartile for Education and Q2 for Sociology and Political Science as of 2023, underscoring its significance in these disciplines. Although the journal does not currently offer open access options, it remains a vital resource for researchers seeking to engage with contemporary debates and research. By bridging theory and practice, Power and Education plays a crucial role in advancing our understanding of the power dynamics that shape educational landscapes, making it a must-read for those committed to fostering equitable educational practices.

EDUCATIONAL FORUM, published by Routledge Journals, Taylor & Francis Ltd, is a premier academic journal that serves as a vital platform for innovative research and discourse in the field of education. With an ISSN of 0013-1725 and an E-ISSN of 1938-8098, this journal has been at the forefront of educational scholarship since its inception in 1936, continuing to disseminate critical insights through 2024. Recognized in the Q2 category of education in 2023, it holds a Scopus rank of 768 out of 1543 in the social sciences, placing it in the 50th percentile overall. Though it does not offer open access, the journal provides an essential resource for researchers, professionals, and students aiming to expand their understanding of current educational practices, policies, and innovations. By fostering an academic environment rich in rigorous analysis and thoughtful discussion, EDUCATIONAL FORUM plays an indispensable role in shaping the future of education.

Departures in Critical Qualitative Research, published by University of California Press, is an influential journal dedicated to advancing knowledge within the realms of Communication and Linguistics and Language. With its commitment to exploring the complexities and nuances of qualitative research, this journal has quickly established itself as a vital resource for scholars and professionals alike. Although it currently resides in the fourth quartile in Communication and the third quartile in Linguistics, its notable Scopus rankings, including a 64th percentile in Language and Linguistics, highlight its growing significance in the academic discourse. Covering a converged period from 2019 until 2024, the journal seeks to foster innovative and critical perspectives on qualitative methodologies, offering invaluable insights that address contemporary social issues. Access to its content is available to a wide audience, contributing to the journal's reputation as a beacon for those engaged in critical qualitative research.

EDUCATIONAL THEORY is a prestigious journal published by Wiley, focused on advancing the field of education through critical and insightful research. With an ISSN of 0013-2004 and E-ISSN 1741-5446, this journal has been a cornerstone of educational scholarship since its inception in 1951. Positioned in the second quartile (Q2) of the Education category and ranked #747 out of 1543 in Social Sciences - Education according to Scopus, it reflects a commitment to high-quality, peer-reviewed contributions that explore theoretical frameworks, methodologies, and contemporary issues in education. While not open access, it provides access options for educational institutions and researchers, facilitating a wide dissemination of knowledge. Covering converged years until 2024, EDUCATIONAL THEORY aims to engage researchers, professionals, and students alike, fostering a dialogue that enhances understanding and practice in educational theory.