Welcome to the International Journal of Education and Information Technologies, a leading academic platform published by NORTH ATLANTIC UNIV UNION-NAUN. With an emphasis on the integration of education and information technology, this journal aims to foster innovative research and discussions that enhance pedagogical practices and technological advancements in educational contexts. Although currently an open access journal, it provides unrestricted access to emerging studies that are crucial for educators, researchers, and professionals aiming to stay at the forefront of education technology. While specific metrics such as H-index and Scopus ranks are yet to be defined, its ISSN 2074-1316 signifies its credibility and commitment to quality scholarship. This journal serves as a vital resource for those passionate about bridging the gap between technology and education, encouraging impactful research that shapes the future of learning environments.

Brock Education: A Journal of Educational Research and Practice is a distinguished academic platform published by Brock University, Faculty of Education, focusing on the evolving landscape of education through rigorous research and practical insights. Since its inception in 1999, this Open Access journal has facilitated the dissemination of knowledge, ensuring that educators, researchers, and policymakers can readily access impactful studies that inform and inspire educational practices across Canada and beyond. With a commitment to fostering dialogue around innovative teaching methodologies, curriculum development, and educational policy, Brock Education plays a pivotal role in promoting evidence-based practices in the educational field. By providing a forum for diverse perspectives and collaborative research, the journal aims to enhance the quality of education at all levels, making it an essential resource for those invested in the future of learning.

Journal for Critical Education Policy Studies is a vital platform for researchers and practitioners in the field of education, dedicated to fostering dialogue and scholarly analysis on pressing educational policies and practices. Published by INST EDUCATION POLICY STUDIES in the United Kingdom, this open-access journal, ISSN 2051-0969, provides a unique forum for critical perspectives that interrogate established norms within education policy frameworks. Although currently ranked in the Q4 category of education journals and sitting in the 18th percentile in Scopus' Social Sciences Education rankings, it aspires to elevate discussions through its rigorous peer-reviewed articles and thoughtful critiques. Operating since 2015 and set to converge its efforts through 2024, the journal emphasizes accessibility and inclusivity, making its valuable knowledge available for free to the educational research community. With a commitment to critical examination and a global outreach, the Journal for Critical Education Policy Studies stands as an essential resource for those looking to challenge and shape the future of education policy.

Cadmo is a prominent academic journal published by FRANCO ANGELI, specializing in the fields of Cultural Studies, Education, and History. With a long-standing commitment to advancing knowledge from its inception in 2005, the journal has established itself within the academic community, featuring a diverse range of scholarly articles that engage with contemporary issues through a cultural lens. Although it operates without an open access model, Cadmo maintains a solid reputation, positioned in 2023 within the Q3 and Q4 quartiles in various categories, reflecting its ongoing contribution to rich disciplinary dialogues. The journal's rigorous peer-review process ensures high-quality research dissemination, inviting submissions that contribute to theoretical, empirical, and methodological advancements. Researchers, professionals, and students alike will find Cadmo an invaluable resource for insights and developments within its interdisciplinary domains.

Journal of Experimental Education, published by Routledge Journals, Taylor & Francis Ltd, is a prestigious platform dedicated to advancing the field of educational research. With an impressive history spanning from 1932 to 2024, this journal covers significant developments in Developmental and Educational Psychology and Education, achieving a Q1 ranking in both categories for 2023. The journal is recognized for its rigorous peer-reviewed articles that explore innovative experimental methodologies and empirical studies that shape contemporary practices in education. Current Scopus rankings further establish its credibility, placing it in the top percentiles among its peers. While it is not an open-access journal, the insights offered through its publications are invaluable for researchers, educators, and students seeking to deepen their understanding of educational phenomena and improve pedagogical approaches. By fostering a community dedicated to research excellence, the Journal of Experimental Education serves as an essential resource for those committed to the advancement of education.

Learning and Teaching: The International Journal of Higher Education in the Social Sciences, published by BERGHAHN JOURNALS, stands at the forefront of interdisciplinary scholarship dedicated to enhancing the pedagogical landscape within the social sciences. With its Open Access model established in 2020, this journal provides a vital platform for disseminating innovative research and best practices that contribute to the evolving dynamics of higher education. Operating from the United States, and noted for its relevance in Developmental and Educational Psychology, Education, and Sociology and Political Science, Learning and Teaching has achieved commendable rankings, positing it in the Q3 and Q2 quartiles in several categories as of 2023. This recognition underscores its importance as a resource for researchers, educators, and students alike, fostering a robust dialogue about teaching strategies, learning environments, and educational theories. By converging research and practice from 2017 to 2024, Learning and Teaching is poised to influence the future of education, preparing scholarly contributors to address the complexities of learning in the social sciences effectively.

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, published by Wiley, is a leading journal in the field of educational technology, recognized for its commitment to advancing research and practice in this dynamic arena. With an impressive impact factor that places it in the Q1 quartile for both Education and E-learning in 2023, it serves as a critical resource for academics, practitioners, and policymakers alike. This journal, with an established publication history since 1970, focuses on the integration of technology in educational settings, aiming to disseminate innovative findings and facilitate discussions that enhance learning experiences. Researchers contributing to the journal address diverse topics from digital learning environments to the pedagogical implications of emerging technologies, ensuring comprehensive coverage of the latest trends and methodologies. Submissions are welcomed in various formats, promoting collaborative scholarly dialogue in fostering effective educational practices. Access to the journal is available through traditional subscription frameworks, ensuring broad accessibility for institutions and individuals invested in the advancement of educational technology.

Ensayos-Revista de la Facultad de Educacion de Albacete is a distinguished open-access journal dedicated to the field of education, published by UNIV CASTILLA-LA MANCHA, ESCUELA MAGISTERIO ALBACETE. Since its inception in 2011, the journal has provided a platform for high-quality research and innovative pedagogical practices, fostering academic discourse and collaboration among educators, researchers, and practitioners in the education sector. With an ISSN of 0214-4824 and E-ISSN 2171-9098, it is committed to disseminating knowledge that enhances educational outcomes and promotes effective teaching methodologies. The journal is located in Albacete, Spain, and emphasizes the importance of educational research in shaping contemporary educational frameworks. By ensuring open access to its content, Ensayos makes its research widely available, allowing for greater impact and engagement within the academic community. This commitment to accessibility positions the journal as a valuable resource for anyone invested in the advancement of education.

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES, published by SPRINGER INTERNATIONAL PUBLISHING AG, stands as a vital resource in the educational field, specifically recognized within the Q2 category of education journals. With an ISSN of 0028-8276 and an E-ISSN of 2199-4714, this journal has been contributing to scholarly discourse since its inception, covering a wide array of topics in educational research and practices. The journal boasts a Scopus rank of #773 out of 1543 in the Social Sciences (Education) category, placing it in the 49th percentile among its peers. Despite its non-open access format, the NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES is widely regarded for its rigorous peer-review process and the high quality of its articles, making it an indispensable tool for researchers, educators, and students aiming to stay informed about the latest trends and findings in educational theory and practice. Published in Singapore, the journal is committed to advancing our understanding of education, contributing valuable insights that resonate within both local and global contexts.

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.