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.

Pegem Egitim ve Ogretim Dergisi is a prominent academic journal published by PEGEM AKAD YAYINCILIK EGITIM DANISMANLIK HIZMETLERI TIC LTD STI, specializing in the field of education. Based in Turkey, this journal offers a platform for scholarly discourse, catering to both emerging and established researchers in the educational domain. With its ISSN 2148-239X, the journal aims to provide insights into contemporary educational practices, pedagogical innovations, and research findings that influence teaching and learning. Although classified in the Q4 quartile of the education category as of 2022 and achieving a Scopus rank of 1178 out of 1469, it remains a valuable resource for practitioners and academics alike. The journal ceased Scopus coverage in 2023, yet it continues to be a relevant outlet for educational research in Turkey and beyond. While it operates under traditional access models, the potential for collaborative research and knowledge sharing makes it a noteworthy choice for those engaged in the evolving landscape of education.

African Journal of Health Professions Education (ISSN: 2078-5127, E-ISSN: 2078-5127), published by HEALTH & MEDICAL PUBLISHING GROUP, is a premier open access journal dedicated to advancing the field of health professions education across Africa and beyond. Launched in 2009, this journal provides a platform for sharing innovative research, pedagogical practices, and policy developments that enhance educational methodologies in healthcare-related disciplines. With its commitment to accessibility, the journal facilitates the dissemination of knowledge to researchers, practitioners, and students alike, thereby contributing significantly to the improvement of health outcomes through effective education. The journal's scope encompasses various areas, including curriculum development, assessment strategies, and the integration of technology in health professions education, making it an invaluable resource for anyone engaged in health education research and practice.

The International Journal of Technology in Education, published by the International Society for Technology Education & Science (ISTES), serves as a vital platform for researchers, educators, and practitioners devoted to the intersection of technology and educational practices. With an E-ISSN of 2689-2758, this journal aims to showcase innovative research, case studies, and theoretical contributions that explore how emerging technologies can enhance teaching and learning. Although specific metrics like impact factor and HIndex are currently unavailable, the journal is committed to rigorous peer review and high academic standards, ensuring that all published work contributes meaningfully to the evolving landscape of educational technology. As an open-access journal, it strives to make research widely available, fostering collaboration and knowledge sharing among its audience. Whether you are a researcher exploring new horizons or a professional seeking practical applications of technology in education, the International Journal of Technology in Education is an indispensable resource.

Technology in Society, published by Elsevier Science Ltd, is a premier journal dedicated to exploring the interplay between technological advancements and their societal implications. With an ISSN of 0160-791X and an E-ISSN of 1879-3274, this journal has established itself as a pivotal resource since its inception in 1979. The journal's impact factor and its prestigious Q1 ranking in categories including Business and International Management, Education, Human Factors and Ergonomics, and Sociology and Political Science underscore its significance in fostering high-quality scholarship. The journal aims to publish articles that critically examine the multifaceted effects of technology on society, making it essential reading for academics, practitioners, and policy-makers alike. As it continues to evolve through 2024, Technology in Society remains committed to disseminating important research that drives understanding and dialogue in today’s technology-driven landscape.

Welcome to the Journal of University Teaching and Learning Practice, a premier publication dedicated to advancing research and practice in higher education. Published by UNIV WOLLONGONG, this journal provides a vital platform for educators, researchers, and practitioners to explore innovative teaching methodologies and learning strategies to enhance the university experience. With an impressive impact factor and categorized in the Q2 quartile for Education in 2023, this journal ranks in the top percentile of educational research, boasting a Scopus rank of 437 out of 1543 in Social Sciences Education. Since its inception in 2016, the journal has become a significant contributor to the field, fostering a scholarly dialogue among scholars from around the globe. Although currently not operating under an Open Access model, it offers valuable insights and is committed to publishing high-quality research that reflects best practices in educational settings. Join our community of academics dedicated to transforming university teaching and learning through rigorous scholarship and innovative practices.

Welcome to the JOURNAL OF COMPUTER ASSISTED LEARNING, a premier publication dedicated to the advancement of research in the fields of computer science applications, education, and e-learning. Published by WILEY, this journal has earned a prestigious reputation, holding a Q1 quartile ranking in both its primary categories for the year 2023. With its extensive reach since its inception in 1985, it features cutting-edge research that stimulates innovative practices in educational technology and pedagogical methods. Recognized for its impact with a remarkable Scopus ranking — 57th in Social Sciences/Education and 105th in Computer Science — the journal is a vital resource for scholars, educators, and practitioners looking to deepen their understanding of how technology enhances learning experiences. Although the journal is not open access, its commitment to quality research continues to resonate across the UK and globally, making it an essential platform for those engaged in enhancing educational outcomes through technology.

Information Technologies and Learning Tools is a pioneering scholarly journal dedicated to the exploration and dissemination of knowledge within the rapidly evolving field of educational technology. Published by the NATIONAL ACADEMY OF EDUCATIONAL SCIENCES OF UKRAINE, INSTITUTE OF DIGITALIZATION EDUCATION, this journal has maintained its Open Access policy since 2006, ensuring that groundbreaking research is readily available to educators, researchers, and practitioners worldwide. With the ISSN 2076-8184, the journal serves as a critical platform for innovative studies focusing on the integration of information technologies into educational practices, seeking to bridge gaps between digital tools and effective learning methodologies. Despite the absence of specific rankings, its commitment to advancing educational theories and applications positions it as an essential resource for professionals and students striving to enhance learning experiences through technology. As the educational landscape continues to transform, Information Technologies and Learning Tools stands at the forefront, fostering collaboration and knowledge sharing across diverse academic communities.

Digital Education Review, published by the University of Barcelona, stands at the forefront of the Digital and Educational Technology field, offering a valuable platform for researchers, educators, and policymakers since its inception as an Open Access journal in 2010. With an emphasis on innovative practices and critical evaluations in digital education, the journal has garnered an impressive standing within the academic community, achieving rankings of Q3 in Computer Science Applications and Q2 in Education for 2023, alongside a notable position in the 71st percentile of Social Sciences - Education rank (447 out of 1543). The journal aims to foster interdisciplinary dialogue and disseminate research that influences educational transformation through digital means. Based in Spain, the Digital Education Review not only promotes high-quality research but also engages with a global audience, making it a pivotal resource for those dedicated to advancing the understanding of digital educational practices.

The Journal of Teaching and Learning, published by the University of Windsor, Faculty of Education, is a prominent open-access journal in the field of education, dedicated to fostering scholarly discussion and exploration. Since its inception in 2001, it has served as a vital platform for researchers, educators, and practitioners to share innovative insights and evidence-based practices that advance teaching and learning methodologies. With an impact factor reflective of its category quartiles, it currently ranks in the Q3 category for education according to the 2023 evaluation, standing at 834 out of 1543 in Scopus's social sciences education rankings. This journal aims to bridge theoretical frameworks with practical applications, providing a robust resource for those invested in enhancing educational outcomes. With an open-access model, the Journal of Teaching and Learning ensures that its contributions are readily accessible to a global audience, encouraging the dissemination of knowledge and collaborative learning experiences. The journal is published in Canada and welcomes submissions that explore current trends and future directions in teaching practices, learner engagement, and educational policy.