EDUCATIONAL FORUM, published by Routledge Journals, Taylor & Francis Ltd, is a premier academic journal that serves as a vital platform for innovative research and discourse in the field of education. With an ISSN of 0013-1725 and an E-ISSN of 1938-8098, this journal has been at the forefront of educational scholarship since its inception in 1936, continuing to disseminate critical insights through 2024. Recognized in the Q2 category of education in 2023, it holds a Scopus rank of 768 out of 1543 in the social sciences, placing it in the 50th percentile overall. Though it does not offer open access, the journal provides an essential resource for researchers, professionals, and students aiming to expand their understanding of current educational practices, policies, and innovations. By fostering an academic environment rich in rigorous analysis and thoughtful discussion, EDUCATIONAL FORUM plays an indispensable role in shaping the future of education.

Visitor Studies is a leading academic journal published by Routledge Journals, Taylor & Francis Ltd, focusing on critical research in the fields of communication, education, museology, and tourism studies. With an impressive Q1 ranking in Communication and Museology, along with notable positions in Education and Tourism, this journal has established itself as an essential resource for academics and practitioners looking to analyze visitor experiences and interactions across various contexts. The journal, issued under the ISSN 1064-5578 and E-ISSN 1934-7715, disseminates high-quality research that explores the dynamics of visitor behavior and the impact of cultural and educational institutions. With a commitment to advancing knowledge and fostering dialogue, Visitor Studies supports a diverse array of approaches to research in visitor experience, making it a vital platform for innovative ideas and methodologies. Scholars, professionals, and students alike are encouraged to engage with its content, as it continues to shape the discourse surrounding visitor studies well into its latest editions through 2024.

Early Childhood Education Journal is a premier scholarly publication dedicated to advancing the field of early childhood education through cutting-edge research and innovative practices. Published by Springer, this journal serves as a pivotal platform for educators, researchers, and policymakers interested in the developmental and educational psychology of young children. With an esteemed impact factor reflecting its significant influence, the journal ranks in the top quartile (Q1) for Education and in Q2 for Developmental and Educational Psychology, positioning it among the most respected avenues for scholarly exchange in these disciplines. The journal has been consistently publishing impactful research since its inception in 1995, fostering discussions that shape educational policies and practices globally. Although it maintains a subscription model, the accessibility of its research through esteemed databases ensures that vital knowledge reaches a broad audience, empowering practitioners and researchers alike to enhance educational outcomes for children. For those invested in the future of education, the Early Childhood Education Journal is an indispensable resource that bridges theory and practice.

Museum Worlds is a distinguished academic journal published by BERGHAHN JOURNALS, dedicated to advancing scholarship in the fields of Museology and Conservation. With a strong impact within the academic community, evidenced by its 2023 Scopus rankings—#16 in Museology and #32 in Conservation—this journal offers an engaging platform for innovative research and discourse surrounding museum practices and cultural heritage. Since transitioning to Open Access in 2020, Museum Worlds has broadened its reach, making valuable insights available to researchers and practitioners globally. With its publication spanning from 2019 to 2023 and positioning in the top quartiles of respective categories, this journal is integral for those invested in the evolution of museum studies, providing a space for critical reflection, debate, and the sharing of pioneering methodologies in the stewardship of cultural institutions. Located in the heart of Brooklyn, NY, it stands as a hub for the scholarly community, inviting contributions that push the boundaries of knowledge in the ever-evolving landscape of museums.

The International Journal of Multicultural Education (IJME), published by EASTERN COLL, DEPT EDUCATION, is a leading open-access journal dedicated to advancing the field of multicultural education. Established in 2007, this journal has become an essential platform for researchers, educators, and policymakers interested in exploring the complexities of education in diverse cultural contexts. With an impressive impact factor and strong rankings in multiple categories including Q1 in Anthropology and Cultural Studies, and Q2 in both Education and Social Sciences, the IJME provides high-quality, peer-reviewed articles that contribute to impactful educational practices and scholarship. The journal's open access model ensures that its invaluable research reaches a global audience, fostering dialogue and collaboration among academics, practitioners, and students. By focusing on themes that address social justice, equity, and cultural awareness in education, the IJME plays a critical role in shaping inclusive and effective educational frameworks for the future.

TEACHING SOCIOLOGY is a distinguished journal published by SAGE PUBLICATIONS INC, focusing on the pedagogical aspects of sociology and its related fields. With an ISSN of 0092-055X and an E-ISSN of 1939-862X, this journal caters to academics looking to enhance the teaching and learning experiences within sociology education. As evidenced by its impressive Q1 and Q2 rankings in Sociology and Political Science and Education, respectively, TEACHING SOCIOLOGY holds a notable position in the academic landscape, ranking in the top percentiles among its peers. This journal is particularly valuable for educators, researchers, and practitioners seeking to contribute to the advancement of teaching methodologies within the social sciences. Featuring a wide range of articles aimed at fostering innovative teaching strategies and scholarly discourse, TEACHING SOCIOLOGY is an essential resource for anyone dedicated to the cultivation of informed sociological inquiry. With its historical significance established since its inception in the late 1980s, the journal continues to impact contemporary educational practices in an ever-evolving academic environment.

ZDM - Mathematics Education, published by Springer Heidelberg, is a premier academic journal dedicated to the advancement of research and practice in mathematics education. With an impressive impact factor and recognized as a leader in its field, this journal provides a vital platform for disseminating innovative pedagogical strategies, empirical studies, and theoretical discussions surrounding mathematics teaching and learning. The journal operates as a valuable resource for the educational community, holding a distinguished Q1 ranking in both Education and Mathematics categories as of 2023, showcasing its prominence among international academic publications. Covering a broad spectrum of topics, ZDM-Mathematics Education aims to foster collaboration, inspire educational reform, and support the professional development of educators worldwide. With the convergence of years extending from 1997 to 2024, it continues to shape discourse in the domain of mathematics education, appealing to researchers, educators, and policymakers alike.

The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is a premier open-access journal dedicated to advancing research and discourse in the field of teaching and learning within higher education. Published by SOC TEACHING & LEARNING HIGHER EDUCATION, CJSoTL serves as a vital resource for educators, researchers, and students alike, promoting evidence-based practices and scholarship in higher education pedagogy. Since its inception in 2010, the journal has provided an inclusive platform for innovative research, case studies, and pedagogical strategies that enhance teaching effectiveness and student learning outcomes. Although specific metrics such as H-index and Scopus ranks are currently unlisted, the journal is committed to fostering a community of practice among scholars dedicated to improving teaching and learning environments. With its open-access policy, CJSoTL ensures that valuable knowledge is freely available, aligning with contemporary trends in academic dissemination and accessibility, thus making significant contributions to the scholarship of teaching and learning in Canada and beyond.

Culture et Musées is a prominent journal published by ACTES SUD, dedicated to exploring the multifaceted domains of conservation, cultural studies, museology, and the visual and performing arts. With the ISSN 1766-2923 and E-ISSN 2111-4528, this scholarly platform serves as an essential resource for researchers, professionals, and students interested in the dynamic interplay between cultural heritage and contemporary practices. Although the journal does not offer Open Access, it maintains a notable presence in academic circles, evidenced by its rankings in Scopus. In 2023, it ranked in the fourth quartile across various categories, including Conservation and Cultural Studies, reflecting its commitment to enhancing discourse in these fields. By publishing rigorous research, theoretical contributions, and case studies, Culture et Musées aims to bridge academic insights with practical applications, fostering a deeper understanding of cultural institutions and their societal roles. Located in France, this journal is positioned to influence a global audience while enriching local scholarship.

MIER-Journal of Educational Studies Trends and Practices is a pivotal academic journal dedicated to advancing the field of education, focusing on innovative research and trends that influence teaching and learning practices. Published by the esteemed MODEL INST EDUCATION & RESEARCH, this journal offers a platform for researchers, educators, and students to disseminate knowledge and insights on various educational methodologies, curricular developments, and pedagogical theories. While the journal's current impact factor is not specified, its commitment to fostering scholarly discourse positions it as a notable contributor to the field. With an ISSN of 0976-8203 and an E-ISSN of 2319-1945, MIER aims to promote open access to current educational research, making it accessible to a global audience. By engaging with contemporary educational issues and emerging practices, this journal serves as a valuable resource for those dedicated to enhancing educational outcomes and developing effective teaching strategies.