Intercultural Education is a premier journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to exploring the dynamic interplay between education and cultural diversity. With its ISSN 1467-5986 and E-ISSN 1469-8439, the journal has affirmed its significant presence in the academic landscape with an impressive Q1 ranking in Cultural Studies and Q2 in Education as of 2023. Its broad scope encompasses a variety of topics related to intercultural exchange, educational practices, and sustainable pedagogical models that support diverse learning environments. Enabling discussion among researchers, educators, and practitioners, Intercultural Education serves as a vital resource for understanding and effectively managing the complexities of multicultural education. With its consistent release from 2010 to 2024, this journal not only contributes to the academic dialogue but also reflects current trends and challenges in intercultural education, thus appealing to anyone invested in this critical field.

The Cukurova University Faculty of Education Journal, published by CUKUROVA UNIV, serves as a vital platform for scholarly discourse in the field of education. With the ISSN 1302-9967, this journal is dedicated to publishing rigorous research and innovative studies that address critical issues within educational theory and practice. Though the publication operates on a closed-access model, it remains committed to enhancing accessibility by providing high-quality, peer-reviewed content that contributes to the body of knowledge in education. Situated in Adana, Turkiye, the journal aims to foster collaboration among researchers, educators, and policymakers, ultimately enriching the educational landscape. As an essential resource for those invested in advancing pedagogical methods and educational policies, the Cukurova University Faculty of Education Journal is poised to make significant contributions in its field.

Journal of Education-US, published by SAGE Publications Inc, is an esteemed academic journal dedicated to advancing the field of education through rigorous research, theoretical discourse, and diverse methodologies. With both print (ISSN: 0022-0574) and digital (E-ISSN: 2515-5741) formats available, this journal serves as a vital resource for educators, researchers, and policy-makers alike. The journal is classified in the Q2 quartile for Arts and Humanities and Q3 for Education as of 2023, reflecting its influence within the academic community. It holds a respectable rank of #908 out of 1543 in the Scopus database within the Social Sciences Education category, indicating its relevance and contribution to ongoing debates and innovations in educational practices and theories. While not currently an open-access journal, its carefully curated articles provide valuable insights and foster critical discussions that drive the education sector forward. With a publication span from 2005 and ongoing, the Journal of Education-US remains a cornerstone for impactful scholarship in education.

URBAN EDUCATION, published by SAGE Publications Inc, stands at the forefront of the fields of education and urban studies. With a history dating back to 1965 and a converged publication reach extending to 2024, this journal plays a pivotal role in disseminating research that addresses the complexities of urban educational environments. Holding prestigious Q1 rankings in both education and urban studies categories, and boasting an impressive Scopus ranking, URBAN EDUCATION is recognized for its high impact on scholarly discourse and policy development. The journal aims to provide a platform for cutting-edge research that informs practice, enhances educational policy, and contributes to the improvement of educational outcomes in urban contexts. While it currently does not offer open access options, the rich content and critical insights produced within its pages remain invaluable to researchers, professionals, and students committed to addressing the myriad challenges in urban education.

Tertiary Education and Management, published by Springer, is a leading peer-reviewed journal that addresses the critical intersection of tertiary education and management practices. With an ISSN of 1358-3883 and an E-ISSN of 1573-1936, this journal has established its reputation as a vital resource within the realms of education and organizational behavior, achieving impressive quartile rankings of Q2 in both fields as of 2023. With its roots dating back to 1995, the journal has evolved to reflect the complexities and challenges faced in higher education and management, providing scholars, educators, and practitioners with innovative insights and research findings. It is indexed within Scopus, holding a rank of #540 in Social Sciences - Education and #123 in Organizational Behavior and Human Resource Management, placing it well within the 65th and 46th percentiles, respectively. Researchers interested in the latest trends and analyses of management practices in the context of higher education will find this journal indispensable for advancing their work and understanding of the dynamic landscape of tertiary education.

Music Education Research is a prestigious journal dedicated to advancing scholarship in the field of music education, published by Routledge Journals, Taylor & Francis Ltd. With a significant impact factor reflected in its Q1 ranking in Music and Q2 in Education for 2023, this journal is a critical resource for researchers, educators, and practitioners alike. It consistently ranks high in both the Arts and Humanities and Social Sciences categories, with an impressive position of Rank #8 in Music out of 180 journals, indicating its influence in shaping contemporary discourse. Aimed at fostering innovation and critical examination within music education, Music Education Research invites submissions that explore a broad spectrum of topics, encompassing pedagogical practices, policy implications, and curriculum development. Operating from the United Kingdom, the journal provides a vital platform for sharing cutting-edge research and is committed to improving music learning experiences across various educational contexts.

Innovacion Educativa-Mexico is a premier academic journal dedicated to advancing the field of educational innovation, with a strong emphasis on practices and research that enhance learning outcomes in Mexico and beyond. Published by the Instituto Politécnico Nacional (IPN), this journal plays a crucial role in disseminating original research, case studies, and theoretical discussions that address contemporary challenges in education. With its ISSN 1665-2673 and E-ISSN 2594-0392, Innovacion Educativa-Mexico provides a valuable platform for scholars, educators, and practitioners to share their insights and foster collaboration aimed at improving educational systems. While it currently operates under a traditional access model, the journal’s commitment to quality and relevance is reflected in its ongoing efforts to maintain high academic standards. Residing at the heart of Mexico City, the journal is strategically positioned to address local educational challenges while contributing to the global dialogue on innovative pedagogical practices.

The Cambridge Journal of Education, published by Routledge Journals, Taylor & Francis Ltd, stands as a pivotal platform for scholarly discourse in the field of Education. With a distinguished history spanning from 1971 to 2024, this journal encompasses a diverse array of educational research, ranging from policy analysis to pedagogical innovations. Notably, it enjoys a prominent Q1 status in the Education category, reflecting its high impact and prestige within the academic community, as evidenced by its ranking of #251 out of 1543 in Social Sciences Education on Scopus, placing it in the 83rd percentile. Although access is not open, the journal offers valuable insights and empirical studies that aim to inform educators, researchers, and policymakers alike. With an ISSN of 0305-764X and E-ISSN of 1469-3577, the Cambridge Journal of Education is an essential resource for those committed to advancing the understanding and practice of education globally.

SCHOOL PSYCHOLOGY REVIEW, published by Taylor & Francis Inc, is a premier academic journal dedicated to advancing the field of psychology, particularly in developmental and educational contexts. With its E-ISSN of 2372-966X, this journal provides a platform for innovative research and discussion surrounding critical issues in school psychology, making significant contributions to both theory and practice. With an impressive Q1 ranking in both Developmental and Educational Psychology and Education categories for 2023, it stands out among over 1,500 journals in its field, showcasing its commitment to high-quality scholarship. Although not an Open Access publication, SCHOOL PSYCHOLOGY REVIEW remains pivotal for researchers, educational professionals, and students seeking to deepen their understanding of psychological principles applied in educational settings. Join a community at the forefront of research, and explore articles that inform practice and policy in school psychology through this highly regarded journal.

JOURNAL OF COLLEGE STUDENT DEVELOPMENT is a premier academic publication dedicated to advancing the field of higher education and student affairs. Published by Johns Hopkins University Press, this journal holds a distinguished Q1 ranking in Education for 2023 and ranks 582nd out of 1543 in the Scopus database, placing it in the 62nd percentile among social sciences education journals. The journal aims to provide contemporaneous insights and empirical research that foster the development of college students, with a focus on enhancing student experiences, promoting well-being, and advocating for effective educational policies. Though it does not offer open access options, it remains a vital resource for researchers, professionals, and students alike, who are invested in exploring innovative approaches to student success and engagement. With a continuous publication span from 1996 to 2024, JOURNAL OF COLLEGE STUDENT DEVELOPMENT serves as a cornerstone for scholarly discourse in the dynamic landscape of higher education.