The Journal of Engineering Science and Technology, published by TAYLORS UNIV SDN BHD, is a noteworthy open-access publication dedicated to advancing knowledge across various engineering disciplines. Since its inception in 2006, this journal has provided a vital platform for researchers, professionals, and students to disseminate their findings and innovations in engineering. With a focus on interdisciplinary approaches, it aims to bridge the gap between theoretical studies and practical applications, fostering collaboration among academia and industry. Currently ranked in the Q3 quartile for General Engineering by Scopus, the journal highlights emerging trends and promotes high-quality research in engineering fields. Based in Malaysia, the journal invites contributors worldwide, making it a significant contributor to the global engineering community's discourse. With its ongoing commitment to accessibility and scholarly integrity, the Journal of Engineering Science and Technology continues to play an essential role in shaping the future of engineering research.

JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION is a premier academic journal that serves as a vital platform for scholarly discourse in the fields of geography and education. Published by Routledge Journals, Taylor & Francis Ltd, this esteemed journal has been at the forefront of advancing research and pedagogical practices since its inception in 1977, with contributions converging until 2024. With an impressive reputation characterized by its Q1 ranking in both Education and Geography, Planning and Development for 2023, the journal is positioned as a leading resource for educators and researchers alike, boasting an elite placement in the Scopus ranks. The journal aims to disseminate innovative research, encourage interdisciplinary dialogue, and enhance teaching methodologies, which are essential for fostering a comprehensive understanding of geographical concepts in higher education. As a vital resource for academics, professionals, and students, the JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION continues to shape the nexus of geography and education, offering insights that influence teaching and learning approaches globally.

International Research in Geographical and Environmental Education is a premier academic journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to the interdisciplinary study of geographical and environmental education. With an ISSN of 1038-2046 and an E-ISSN of 1747-7611, this journal serves as a vital platform for researchers, educators, and policymakers alike, advancing the discourse around effective teaching methodologies and environmental stewardship. Its impressive impact factor and ranking in the top quartile (Q1) in both Education and Geography, Planning and Development, evidences its significant contribution to the field. Spanning from 1992 to 2024, the journal offers an invaluable repository of research addressing pressing contemporary issues in management, monitoring, and policy related to environmental education. The Scopus rankings further attest to its reputation, as it stands among the top journals in its categories. Researchers, professionals, and students can find a wealth of knowledge in this accessible publication, which aims to foster a deeper understanding of geographical and environmental education in a rapidly changing world.

Journal of Teaching in International Business, published by Routledge Journals, Taylor & Francis Ltd, is a distinguished peer-reviewed journal that has been at the forefront of research in the field of international business education since its inception in 1989. The journal is dedicated to advancing the scholarship and practice of teaching in the global business environment, addressing vital pedagogical approaches, curriculum development, and cross-cultural management strategies. With a current H-index that reflects its academic impact, the journal holds a Q3 ranking in both the Business, Management and Accounting (miscellaneous) and Education categories for 2023, illustrating its relevance across disciplines. Although access is not open, the journal remains a critical resource for academics, practitioners, and students who aim to enhance their understanding of effective teaching methodologies within international business contexts. The Scopus ranks and their corresponding percentiles reinforce its standing as a noteworthy contributor to the academic community, with a strong focus on developing innovative teaching practices that meet the evolving demands of the global marketplace.

GEOGRAPHY is a distinguished academic journal published by Taylor & Francis Ltd, providing a pivotal platform for scholarly discourse in the fields of Geography, Planning and Development, and Earth-Surface Processes. With an ISSN of 0016-7487 and E-ISSN 2043-6564, this journal has been at the forefront of geographical research since its inception in 1979, with an emphasis on disseminating high-quality, peer-reviewed articles that advance understanding in both theoretical and applied aspects of geography. Currently ranked in the Q2 category for both Earth-Surface Processes and Geography, Planning and Development, GEOGRAPHY occupies a significant position within its discipline, holding a Scopus ranking of #462/821 in Social Sciences and #104/179 in Earth and Planetary Sciences as of 2023. Although it does not operate on an Open Access model, it continues to attract a broad readership from academia and industry alike, fostering insights that contribute to sustainable development and environmental stewardship. Researchers, professionals, and students will find in GEOGRAPHY a rich repository of knowledge crucial for navigating the complexities of our planet’s landscapes and societies.

TD-The Journal for Transdisciplinary Research in Southern Africa, published by AOSIS, is a pioneering academic journal dedicated to promoting interdisciplinary research across various fields in the Southern African region. With an Open Access model established in 2005, this journal ensures that valuable research is accessible to a wide audience, enhancing collaboration and knowledge sharing among researchers, professionals, and students. The journal’s commitment to transdisciplinary approaches reflects its objective to bridge the gap between theory and practice, fostering innovative solutions to complex societal challenges. Positioned as a vital resource in the academic community, TD-Journal encourages submissions that contribute to academic excellence and impactful research within Southern Africa and beyond. As a medium for fostering scholarly dialogue, it aims to inspire future generations of researchers to engage thoughtfully with pressing global issues.

Journal of Outdoor and Environmental Education, published by SPRINGERNATURE, stands as a significant platform for interdisciplinary research in the realms of education and health professions, focusing particularly on the integration of environmental and outdoor contexts into educational practices and therapeutic interventions. With an ISSN of 2206-3110 and an E-ISSN of 2522-879X, this academically rigorous journal aims to foster a greater understanding of how outdoor experiences can influence learning outcomes and enhance well-being. It holds a commendable ranking in the 2023 Scopus categories—positioned in the Q3 quartile within both Education and Physical Therapy, Sports Therapy, and Rehabilitation. Operating from its base in Switzerland, the journal emphasizes accessibility, striving to offer an open platform for contributions that inform educators, therapists, and researchers alike. With a convergence of perspectives from 2016 to 2024, the Journal of Outdoor and Environmental Education plays a pivotal role in advancing discourse and innovation in outdoor education practices and their implications for health and physical activity.

Culture and Education is an esteemed journal published by SAGE Publications Inc, focusing on the interdisciplinary nexus between cultural studies and education. With an impactful presence in the academic community, the journal holds significant rankings, placing in the Q1 category for Cultural Studies and Q3 for Education as of 2023. This positions it within the top 14% of journals in Cultural Studies, and it ranks 174 out of 1304 in its category according to Scopus. The journal serves as a vital platform for researchers, professionals, and students dedicated to exploring how cultural dynamics shape educational experiences and policies. Its publications not only contribute to theoretical discussions but also inform practice and policy-making within educational settings. Although it operates under a traditional access model, the journal's commitment to sharing valuable insights into contemporary cultural and educational issues underscores its importance in fostering scholarly discourse. For those engaged in the evolving fields of cultural studies and education, Culture and Education is essential reading, reflecting the latest research and trends from 2008 to 2024.

Science Activities-Projects and Curriculum Ideas in STEM Classrooms is a distinguished journal published by Routledge Journals, Taylor & Francis Ltd, prominently addressing the critical need for innovative teaching methodologies in the realms of Science, Technology, Engineering, and Mathematics (STEM). With an ISSN of 0036-8121 and an E-ISSN of 1940-1302, this journal serves as a vital resource for educators, researchers, and curriculum developers who are dedicated to enhancing STEM education through practical activities and project-based learning. Although it is not an open access publication, it offers invaluable insights that foster engagement and deepen understanding of STEM concepts in classroom environments. By publishing diverse articles that blend theory with practice, Science Activities aims to inspire educators to implement engaging curriculum ideas that not only promote scientific literacy but also cater to diverse learning styles. This journal is an essential companion for anyone invested in shaping the future of STEM education, providing a platform for exchanging innovative ideas and strategies that can be directly applied in the classroom.

EARI-Educacion Artistica-Revista de Investigacion is a distinguished peer-reviewed journal that explores the intersection of art and education, published by the University of Valencia's Department of Prehistory and Archaeology. With its commitment to advancing knowledge in artistic education, the journal serves as a pivotal platform for scholars, educators, and practitioners to share innovative research and transformative practices in the field. Since embracing an Open Access model in 2011, EARI has facilitated broader dissemination of research findings, ensuring that the insights and contributions of its authors reach a global audience. While specific ranking metrics such as HIndex and Scopus ranks are not provided, the journal remains recognized for its scholarly rigor and relevance within the arts education community. Researchers, professionals, and students looking to stay at the forefront of artistic education will find EARI an invaluable resource for contemporary discussions, methodologies, and pedagogical approaches in the discipline.