LANGUAGE LEARNING & TECHNOLOGY, published by the University of Hawaii's National Foreign Language Resource Center, stands as a pioneering platform within the realms of linguistics, education, and computer science applications. With an impressive impact factor and esteemed rankings—achieving Q1 in Education and Q1 in Linguistics and Language—this open-access journal has been disseminating critical research since its inception in 1997. The journal operates under a commitment to fostering innovative approaches to language learning through technology, making it invaluable for researchers, educators, and practitioners seeking to enhance their understanding of this dynamic intersection. Hailing from the United States, the journal not only promotes scholarly dialogue but also champions accessibility to knowledge, ensuring that the latest advancements in language learning and technology are readily available to a global audience. With converged years documented from 1997 to 1998 and from 2000 to 2021, LANGUAGE LEARNING & TECHNOLOGY continues to play a pivotal role in shaping contemporary discussions around language education and the influence of technology on learning methodologies.

Social Psychology of Education is a prestigious academic journal published by Springer, dedicated to advancing the understanding of social psychological processes within educational contexts. With an ISSN of 1381-2890 and an E-ISSN of 1573-1928, this journal has established its prominence in the field, evidenced by its Q1 rankings in multiple categories, including Developmental and Educational Psychology, Education, Social Psychology, and Sociology and Political Science for 2023. It ranks within the top percentiles of Scopus listings, reflecting its influential impact on the research community. Spanning from its inception in 1996 to the present, this journal aims to publish high-quality, empirical, and theoretical studies that explore the intersection of social psychology and education, fostering a deeper understanding of how social factors affect learning environments and educational outcomes. Although it does not currently offer open access, researchers, professionals, and students leverage its findings to inform practice and policy-making in educational settings. Located in Dordrecht, Netherlands, the journal continues to be a vital resource for those interested in educational psychology and sociological perspectives on learning.

Problems of Education in the 21st Century is a pivotal academic journal published by SCIENTIA SOCIALIS, focusing on the ever-evolving challenges and opportunities in the field of education. With its ISSN 1822-7864 and E-ISSN 2538-7111, the journal serves as an essential resource for researchers, educators, and policy makers interested in exploring contemporary educational issues, innovations, and practices. Although currently not indexed in Scopus, the journal has previously covered contributions between 2017 and 2019, providing a platform for critical dialogue in the field. Based in Lithuania, it emphasizes an open-access approach, fostering wide dissemination of research that informs educational advancements. With a Scopus rank in the 20th percentile within the Social Sciences and Education category, the journal invites contributions that examine significant topics impacting education today, ensuring a broad spectrum of scholarly discussion aimed at enhancing teaching and learning experiences in the 21st century.

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.

The Journal of Music Teacher Education, published by SAGE Publications Inc, is a leading scholarly outlet dedicated to advancing the field of music education. With an ISSN of 1057-0837 and an E-ISSN of 1945-0079, this journal explores a wide array of topics pertinent to music teaching and learning, serving as a vital resource for both researchers and practitioners in the music education community. Since its inception in 1991, it has consistently been positioned among the top-tier journals in both music and education, achieving a notable Q1 ranking in music and Q2 in education as of 2023. With impressive Scopus rankings, placing it in the 89th percentile for music and 47th percentile for education, the journal plays a crucial role in facilitating dialogue and disseminating innovative research aimed at improving music pedagogy. While not an open-access publication, it provides access to invaluable insights and practices that inform both theory and application in music education, making it an essential read for educators, students, and researchers alike, as they navigate the evolving landscape of music teaching. Explore the latest findings and thought-provoking discussions that shape the future of music education in the United States and beyond.

The International Journal for Academic Development, published by Routledge Journals, Taylor & Francis Ltd, is a leading scholarly platform dedicated to advancing the field of education. With an ISSN of 1360-144X and an E-ISSN of 1470-1324, this esteemed journal has garnered attention for its profound contributions, illustrated by its position in the Q2 category of the Education sector for the year 2023, and an impressive ranking of #380 out of 1543 in Scopus Ranks, placing it in the 75th percentile. The journal serves as a vital resource for researchers, professionals, and students who are engaged in academic development and pedagogical innovation from 2010 through 2024. While currently not an open access journal, it remains instrumental in disseminating impactful research aimed at shaping teaching practices and enhancing educational quality across diverse contexts. Set against the backdrop of its U.S. publication in Abingdon, England, the journal’s commitment to fostering a collaborative academic environment continues to attract a wide readership keen on exploring new educational paradigms.

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.

Welcome to the European Journal of Psychology of Education, a leading scholarly publication dedicated to advancing the fields of developmental and educational psychology. Published by Springer, this esteemed journal boasts an impressive impact factor, firmly placing it in the Q1 quartile for both Developmental and Educational Psychology as well as Education as of 2023. With a Scopus rank of #171 out of 1543 in Social Sciences Education and a #63 ranking out of 360 in Psychology, it represents a vital resource for researchers, professionals, and students seeking to explore innovative educational practices and psychological theories from a European perspective. Founded in 1986, the journal has established itself as a cornerstone of contemporary research over the years and continues to publish high-quality articles that contribute significantly to the understanding of psychological principles in educational contexts. Although it does not currently operate under an open access model, its rigorous peer-review process ensures that only the most impactful studies are included, making it essential reading for those committed to advancing educational psychology.

Reflective Practice is a premier academic journal dedicated to advancing scholarship in the dynamic field of philosophy, with a particular emphasis on reflective and critical thinking within educational practices. Published by Routledge Journals, Taylor & Francis Ltd, this journal has gained significant recognition, securing a prestigious Q1 category ranking in Philosophy as of 2023. With a notable Scopus rank of #59 out of 806 in the Arts and Humanities, it reflects a commendable percentile of 92% among its peers, demonstrating its impact and relevance in philosophical discourse. Spanning from its inception in 2003 through to 2024, Reflective Practice seeks to provide a rigorous platform for researchers, educators, and professionals to explore theoretical and empirical work that informs reflective practices in various contexts. Although the journal does not operate under an Open Access model, it remains accessible to a broad audience, fostering dialogue and collaboration among scholars interested in enhancing educational philosophies and methodologies. For those engaged in the field, Reflective Practice stands as an essential resource for innovative ideas and critical reflections that help shape the future of philosophy in education.

REDU-Revista de Docencia Universitaria, published by UNIV POLITECNICA VALENCIA, EDITORIAL UPV, is a prominent open-access journal dedicated to advancing the field of higher education pedagogy. Established in 2008, this journal serves as a vital platform for academics and educators to share insightful research and innovative practices aimed at improving university teaching and learning. With a commitment to fostering educational excellence, REDU promotes a rich dialogue among researchers, professionals, and students across various disciplines. The journal is indexed by notable databases, ensuring wide visibility and accessibility of published works. By addressing contemporary challenges and developments in university instruction, REDU plays a crucial role in shaping educational methodologies and informing policies within the academic landscape.