Educational Media International, published by Routledge Journals, Taylor & Francis Ltd, is a premier journal in the interdisciplinary fields of Communication and Education, with a commendable Q2 ranking in both categories as of 2023. Established in 1978, this journal serves as a significant platform for the dissemination of innovative research that explores the evolving intersection of media technologies and educational practices. With an emphasis on both theoretical and practical applications, it addresses crucial topics such as digital learning environments, multimedia educational resources, and the impact of social media on education, making it an essential resource for researchers, professionals, and students alike. Located in the United Kingdom, Educational Media International not only contributes to the academic discourse but also reflects global trends and challenges in education, fostering a deeper understanding of the vital role media plays in shaping learning experiences worldwide.

Research in Science & Technological Education, published by Routledge Journals, Taylor & Francis Ltd, is a leading international journal dedicated to advancing the field of education within the realms of science and technology. With its ISSN 0263-5143 and E-ISSN 1470-1138, this prestigious journal provides a platform for innovative and rigorous research from 1983 to the present, thus offering critical insights into pedagogical practices, curriculum development, and policy-making. Boasting a remarkable impact, it ranks in the top quartile (Q1) in both Education and Multidisciplinary categories as of 2023, with an impressive Scopus ranking of #270 out of 1543 in Social Sciences _ Education, placing it in the 82nd percentile. Researchers, educators, and students will find invaluable resources and discussions that shape the future of science and technological education in an increasingly complex world. Although this journal does not offer Open Access, it maintains a strong commitment to disseminating high-quality research, making it an essential read for those invested in the evolution of educational practices and outcomes in the STEM fields.

RED-Revista de Educacion a Distancia is a premier open-access journal published by UNIV MURCIA in Spain, dedicated to advancing research in the fields of education and computer science applications. Since its inception in 2001, the journal has served as an essential platform for disseminating innovative research and practical applications of distance education methodologies. With an impressive impact factor and ranked in Q2 across both Computer Science Applications and Education categories as of 2023, RED is recognized for its significant contribution to the scholarly community, particularly within the Social Sciences and Engineering domains. Researchers and professionals are invited to explore cutting-edge studies that underpin pedagogical effectiveness and technological integration in educational settings. Based at the Edificio Pleiades Campus de Espinardo in Murcia, RED continues to foster an engaging dialogue among academics, providing insights that propel the field forward.

The Journal of Formative Design in Learning, published by Springer International Publishing AG, stands at the forefront of innovative educational research, focusing on the design methodologies and formative practices that enhance learning experiences across diverse contexts. With an emphasis on advancing theoretical foundations and practical applications, this journal endeavors to bridge the gap between design theory and educational practice, inviting contributions that explore the impact of formative design on both learners and educators. As an open-access platform, the journal champions the dissemination of knowledge, ensuring that cutting-edge research is accessible to a global audience. With growing recognition in the field of educational technology and instructional design, the Journal of Formative Design in Learning is poised to become an essential resource for researchers, practitioners, and policymakers committed to enhancing the efficacy of learning environments through thoughtful and innovative design.

Knowledge Management & E-Learning-An International Journal, published by the Laboratory Knowledge Management & E-Learning University in China, is a pioneering open-access platform that has been advancing the fields of education, e-learning, and technology management since its inception in 2009. With an ISSN of 2073-7904 and a commendable placement in the Q2 quartile across multiple categories including Education and Management of Technology and Innovation, this journal serves as a vital resource for researchers, educators, and practitioners seeking current insights and innovative methodologies in knowledge management and digital learning environments. Its recognition within Scopus, ranking 294th in Social Sciences Education and 106th in Business Management, underscores its significance and the impact of its contributions to the scholarly community. With a focus on fostering interdisciplinary collaboration and promoting the latest research findings, Knowledge Management & E-Learning remains committed to enhancing the dialogue on effective knowledge dissemination and digital pedagogies. Accessing its content is straightforward, as the journal has embraced an open-access policy, making research freely available to a global audience.

EDUCATIONAL TECHNOLOGY & SOCIETY is a prestigious, peer-reviewed journal dedicated to advancing the fields of educational technology and its societal implications. Published by the International Forum on Educational Technology and Society at National Taiwan Normal University, this journal has established itself as a transformative platform for research and innovation in education, e-learning, and engineering. With a commendable impact factor reflected in its Q1 quartile rankings across multiple categories, including Education and Sociology, this journal is recognized for its rigorous scholarship and impactful contributions, ranking in the top percentiles within its respective fields. Since its transition to Open Access in 1998, EDUCATIONAL TECHNOLOGY & SOCIETY has provided an invaluable resource for researchers, educators, and policymakers, facilitating the dissemination of cutting-edge research that drives progress in educational practices globally. Whether you are a seasoned researcher or a dedicated student, this journal fosters a vibrant academic community committed to exploring innovative approaches in educational technology.

Education and Information Technologies, published by SPRINGER, is a leading journal dedicated to the intersection of educational practices and innovative information technologies. With an impressive impact factor and consistently ranked in the Q1 quartile across Education, E-learning, and Library and Information Sciences, this journal serves as an essential resource for researchers and professionals aiming to explore the dynamic landscape of educational technology. Spanning from 1996 to 2024, it provides a platform for high-quality, peer-reviewed articles that contribute to the evolving discourse in this critical field. The journal’s rigorous Scopus ranking, placing it in the top 4% of Social Sciences Education and top 6% in Library and Information Sciences, highlights its significance in advancing scholarly knowledge. While it offers various access options, the focus remains on delivering cutting-edge research that can inform teaching practices and technological integration in education, making it indispensable for students, educators, and technology developers alike.

Computer Assisted Language Learning is a prestigious journal dedicated to the interdisciplinary field of language education technology, published by Routledge Journals, Taylor & Francis Ltd. With its ISSN 0958-8221 and E-ISSN 1744-3210, the journal has become a cornerstone for researchers and practitioners interested in the innovative integration of computer technology in language learning processes. As of 2023, it holds an impressive impact factor, ranking Q1 in both Computer Science Applications and Linguistics and Language categories, indicating its significance within these scholarly domains. The journal covers a wide array of subjects, including language acquisition, educational technology, and instructional design, facilitating an understanding of how digital tools can enhance language learning experiences. Its rigorous editorial standards ensure that published articles undergo thorough peer review, making it a highly respected platform for disseminating cutting-edge research. With an extensive publication history dating back to 1990 and an ongoing commitment to exploring the dynamics of language learning in digital contexts, this journal is essential for academics, educators, and students alike who are looking to stay at the forefront of research in computer-assisted language education.

The JOURNAL OF BIOLOGICAL EDUCATION is a prominent academic journal published by Routledge Journals, Taylor & Francis Ltd, focusing on innovative research and practices in the field of biological education. With an ISSN of 0021-9266 and E-ISSN 2157-6009, this journal serves as a vital resource for educators, researchers, and students dedicated to enhancing the teaching and learning of biology. Since its inception in 1967, it has maintained a consistent commitment to promoting best practices and integrating new methodologies into biological curriculum design and pedagogy. The journal holds a respectable impact factor and ranks in the Q2 category for both Agricultural and Biological Sciences and Education, reflecting its influence and authority within these fields. Researchers are encouraged to engage with its diverse range of articles that address critical issues in biological education, showcasing cutting-edge research and practical approaches. Its reach is particularly significant in the United Kingdom and globally, making it a key platform for disseminating knowledge and fostering collaboration among professionals.

International Journal of Knowledge and Learning, published by INDERSCIENCE ENTERPRISES LTD, is a pivotal platform in the field of education, positioned within the Q3 category according to the 2023 quartiles. With an ISSN of 1741-1009 and E-ISSN of 1741-1017, this journal serves as a crucial resource for researchers, educators, and policy makers who are keen on advancing the dialogue surrounding knowledge dissemination and learning processes. Covering a wide array of topics within the educational sector, the journal has remained a respected outlet for scholarly work since its inception in 2005, with recent converged years extending through 2024. The journal's Scopus ranking places it securely in the 44th percentile among over 1,500 educational journals, emphasizing its significance in disseminating quality research. While it does not currently offer open access, its contribution to the academic community remains substantial, attracting submissions that foster innovative thought and empirical study in educational practices worldwide.