JOURNAL OF SCHOOL PSYCHOLOGY, published by PERGAMON-ELSEVIER SCIENCE LTD, is a premier journal that aligns itself at the forefront of educational and developmental psychology. With an ISSN of 0022-4405 and an E-ISSN of 1873-3506, this journal has been a significant contributor to the field since its inception in 1963. It has established itself as a leading source of research and insights, boasting a remarkable reputation with a Q1 ranking in both Developmental and Educational Psychology and Education for 2023, positioning itself within the top tier of SCOPUS indexed journals. Researchers, educators, and practitioners benefit from its rigorous studies that explore the psychological dimensions of education and student behavior, fostering an enriching dialogue on important educational issues. Although it does not currently offer open access, the journal is well-regarded, with impactful research that serves to advance academic discourse and inform best practices within the educational community. Positioned in the United Kingdom, it caters to a global audience, inviting submissions that push the boundaries of our understanding of school psychology.

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.

Welcome to the esteemed LEARNING AND INSTRUCTION journal, a pivotal publication in the fields of educational science and developmental psychology, published by PERGAMON-ELSEVIER SCIENCE LTD. With a remarkable Impact Factor reflective of its quality (ranking in Q1 across its categories), this journal serves as a crucial platform for disseminating research that transforms the understanding of learning processes and instructional methodologies. Since its inception in 1991 and extending through 2024, LEARNING AND INSTRUCTION has consistently provided insights crucial for educators, researchers, and students alike, positioning itself among the top journals in both the Social Sciences - Education and Psychology - Developmental and Educational Psychology categories. Its rigorous peer-review process ensures that only the most impactful research reaches its readers, making it a must-read for anyone engaged in the enhancement of educational practices and learner outcomes. While it operates on a subscription model, the knowledge gained through its pages is invaluable for shaping the future 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.

The International Journal of Mentoring and Coaching in Education, published by Emerald Group Publishing Ltd, serves as a vital platform for researchers and practitioners interested in the fields of education and mentorship. With an ISSN of 2046-6854 and an impressive track record spanning from 2012 to 2024, this journal is renowned for its contribution to the understanding and development of mentoring practices in educational settings. As evident from its Q2 classification in Education and Q3 in Life-span and Life-course Studies for 2023, it holds a prominent position within its categories, ranking 567th out of 1543 in the Education field according to Scopus. The journal provides a comprehensive array of articles that explore vital topics such as pedagogical mentoring, coaching strategies, and the life-long impact of mentorship on personal and professional growth. By fostering a collaborative scholarly community, the International Journal of Mentoring and Coaching in Education encourages dialogue and innovation, making it an essential resource for educators, scholars, and students alike.

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.

Revista Electronica Educare, published by UNIV NACL, CIDE in Costa Rica, stands as a vital resource in the field of education, contributing significantly to the discourse since its inception in 2001. As an Open Access journal, it promotes the dissemination of educational research globally, ensuring that valuable findings are accessible to a wider audience without financial barriers. With an increasing impact factor reflected in its current categorization in the Q3 quartile for education sciences and a Scopus rank of #989 among 1543 in Social Sciences, the journal is recognized for its quality and relevance in contemporary educational studies. The journal covers a broad spectrum of topics within the educational landscape until 2024, making it an essential platform for researchers, professionals, and students eager to explore innovative pedagogical practices and share their insights with the academic community. As it continues to evolve and flourish, Revista Electronica Educare invites contributors and readers alike to engage with the cutting-edge of educational research.

Psychology Learning and Teaching (PLAT) is a distinguished academic journal published by SAGE Publications Ltd, dedicated to advancing the field of educational psychology. With an ISSN of 1475-7257 and an E-ISSN of 2057-3022, this journal serves as a vital resource for researchers, educators, and practitioners seeking to explore innovative teaching methodologies and learning strategies within the context of psychology. As of 2023, its reputation is underscored by its Q1 ranking in Education and Q2 ranking in Psychology (miscellaneous), reflecting its significant contributions to the scholarly community. Placing an emphasis on empirical research and practical application, PLAT publishes research that not only enhances educational practices but also addresses contemporary psychological issues. Open access options facilitate widespread dissemination of knowledge, while its robust impact factor highlights its influence within the educational and psychological discourse. This journal is essential for anyone committed to the intersection of psychology and education, providing thought-provoking insights that inspire ongoing dialogue and development in the field.

Zbornik Instituta za Pedagoska Istrazivanja, an esteemed journal based in Serbia, serves as a crucial platform for scholarly work in the field of Education. Published by the Institute for Educational Research, this Open Access journal has been committed to disseminating innovative research since 2002, providing a vital resource for educators, researchers, and students alike. With the latest ranking placing it in the Q3 category for Education in 2023, and a Scopus ranking at #1342 out of 1543 in the Social Sciences Education category, the journal demonstrates its potential for impactful contributions to educational theories and practices. The journal's commitment to advancing pedagogy and fostering educational improvement makes it an essential addition to any academic library and offers valuable insights that engage the global education community. Access its wealth of knowledge at [Zbornik Instituta za Pedagoska Istrazivanja](https://examplelink.com), and join the ongoing dialogue shaping the future of education.

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.