Revue des Sciences de l Education, with an ISSN of 0318-479X and E-ISSN 1705-0065, is a distinguished journal published by the Association Canadienne-Française pour l'Avancement des Sciences. As a vital resource in the field of educational sciences, this journal aims to disseminate innovative research findings and theoretical advancements that contribute to the understanding and improvement of education practices in various contexts. Although it operates under a traditional access model, it remains a crucial platform for researchers, professionals, and scholars committed to enhancing educational methodologies and policies. The journal, based in Montreal, Canada, seeks to foster dialogue among the francophone educational community and beyond, promoting interdisciplinary approaches and insights that shape the future of education.

History of Education & Childrens Literature is a distinguished academic journal published by EDIZIONI UNIVERSITA MACERATA, based in Italy. This journal, with an ISSN of 1971-1093 and E-ISSN of 1971-1131, has been dedicated to advancing the scholarship on the intersection of educational history and children's literature since its inception in 2011. Although currently categorized in the fourth quartile for both Education and History and Philosophy of Science, the journal serves as a pivotal platform for disseminating critical research findings and theoretical discussions, engaging with the nuanced roles that literature plays in shaping educational practices and childhood experiences. This publication is a valuable resource for researchers, educators, and students interested in exploring the historical narratives and cultural contexts that influence pedagogical approaches. With its focus on innovative perspectives and interdisciplinary methodologies, the journal is committed to fostering a deeper understanding of the educational landscapes through the lens of children's literature. Please note that the journal operates under a traditional access model, ensuring that its curated content reaches a diverse audience in academia.

Foro de Educacion, an esteemed academic journal published by FAHRENHOUSE, has been a pivotal platform for discourse and research in the field of Education since its inception in 2003. With an Open Access policy that underscores its commitment to widespread dissemination of knowledge, this journal provides a rich repository of articles that cater to a diverse audience of researchers, educators, and policy-makers. Based in Spain, it covers significant educational issues within its scope and has gained recognition with a category quartile ranking of Q3 in Education for 2023, placing it among notable publications despite its emerging status (Scopus Rank #1199/1543). Graced with an ISSN of 1698-7799 and an E-ISSN of 1698-7802, the journal aims to foster innovative educational practices and research advancements that align with contemporary needs. With converged years extending from 2018 to 2024, Foro de Educacion remains dedicated to cultivating scholarly dialogue and promoting educational excellence on a global scale, making it an essential resource for anyone invested in the future of education.

Learning and Teaching: The International Journal of Higher Education in the Social Sciences, published by BERGHAHN JOURNALS, stands at the forefront of interdisciplinary scholarship dedicated to enhancing the pedagogical landscape within the social sciences. With its Open Access model established in 2020, this journal provides a vital platform for disseminating innovative research and best practices that contribute to the evolving dynamics of higher education. Operating from the United States, and noted for its relevance in Developmental and Educational Psychology, Education, and Sociology and Political Science, Learning and Teaching has achieved commendable rankings, positing it in the Q3 and Q2 quartiles in several categories as of 2023. This recognition underscores its importance as a resource for researchers, educators, and students alike, fostering a robust dialogue about teaching strategies, learning environments, and educational theories. By converging research and practice from 2017 to 2024, Learning and Teaching is poised to influence the future of education, preparing scholarly contributors to address the complexities of learning in the social sciences effectively.

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.

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.

The International Journal of Sociology of Education, published by HIPATIA PRESS, stands as a pivotal platform for scholars and practitioners in the fields of education and social sciences. Established in 2012 as an open-access journal, it aims to foster a deeper understanding of the interplay between sociological theories and educational practices. With an ISSN of 2014-3575 and a growing reputation reflected in its Q2 and Q3 quartile rankings across relevant categories, the journal is indexed in major databases, ensuring high visibility and citation potential. The journal's Scopus rank highlights its significant standing within the educational and social sciences community, particularly at the 73rd and 83rd percentiles respectively. Based in Barcelona, Spain, it invites contributions that address diverse sociological perspectives and their implications for educational systems worldwide. By providing a collaborative forum for research, this journal not only enriches academic discourse but also serves as an essential resource for policy-making and curriculum development, making it invaluable for researchers, professionals, and students alike.

Cabas is a distinguished academic journal dedicated to advancing the field of educational interpretation and studies, published by the CENTRO RECURSOS INTERPRETACION ESTUDIOS ESCUELA (CRIEME). With its ISSN 1989-5909 and E-ISSN 1989-5909, it has positioned itself as a vital resource for researchers and practitioners interested in innovative educational methodologies and interpretations since its establishment as an Open Access journal in 2009. Based in Polanco, Cantabria, SPAIN, this journal seeks to disseminate high-quality research that fosters academic exchange and collaboration in the educational sector. Although specific metrics such as HIndex and Scopus ranks are currently unavailable, the journal's commitment to accessibility and knowledge sharing is paramount, allowing a broader audience of educators, researchers, and students to engage with significant findings and discussions in the field.

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.

Contextos Educativos-Revista de Educacion is a distinguished open-access journal published by UNIV RIOJA, SERV PUBLICACIONES, with an ISSN of 1575-023X and an E-ISSN of 1695-5714. Since its inception in 1998, this journal has been at the forefront of educational research, serving as a platform for scholars and practitioners to disseminate innovative ideas and findings in the field of education. Based in Logrono, La Rioja, Spain, it seeks to foster collaboration and dialog among educators and researchers from diverse backgrounds, covering a wide array of topics including pedagogical strategies, educational policy, and interdisciplinary approaches to learning. The journal is committed to enhancing the quality of education through research and provides the academic community with valuable open-access content, making it an essential resource for anyone involved in educational studies. Join us in exploring the latest developments in education and contributing to the ongoing discourse that shapes the future of learning.