Espacio Abierto, with ISSN 1315-0006, is a distinguished academic journal published by the Universidad del Zulia and Consejo de Desarrollo Científico y Humanístico, dedicated to fostering interdisciplinary research and dialogue within the fields of social sciences and humanities. Nestled in the vibrant city of Maracaibo, Venezuela, this journal provides a valuable platform for scholars to disseminate their findings and contribute to critical discussions on social, cultural, and scientific issues affecting Latin American societies. While specific metrics such as the impact factor and h-index are still in development, Espacio Abierto aims to enrich scholarly literature with accessible and insightful content that enhances academic inquiry and professional practice. By welcoming contributions from researchers, professionals, and students alike, it aspires to be an essential resource for those seeking to advance knowledge and engage with contemporary challenges.

The Journal of Education, published by the University of Kwazulu-Natal’s School of Education & Development, is a vital academic resource dedicated to advancing knowledge within the education sector. With its ISSN 0259-479X and E-ISSN 2520-9868, this Open Access journal has been committed to accessibility and dissemination of research since 2017, making significant contributions to the field from its base in South Africa. Though it currently holds a Q4 ranking in the 2023 Education category, the journal serves as an essential platform for scholars and practitioners aiming to share innovative teaching methodologies, educational research, and policy studies. Researchers will appreciate its growing relevance as it converges studies from 2019 to 2024, ensuring it remains at the forefront of educational discourse. By addressing crucial issues in social sciences and education, the Journal of Education is poised to support the development of a more informed and effective educational landscape.

The Journal of Postsecondary Education and Disability (ISSN: 2379-7762; E-ISSN: 2328-3343), published by the Association on Higher Education and Disability (AHEAD), stands as an essential resource for researchers, professionals, and students dedicated to the study and enhancement of postsecondary education for individuals with disabilities. This esteemed journal aims to foster a deeper understanding of accessibility issues, inclusive practices, and policy development within higher education contexts, thereby facilitating academic discourse and innovative solutions. With its commitment to advancing knowledge and promoting best practices, the journal serves as a pivotal platform for sharing empirical research, theoretical discussions, and case studies that address the multifaceted challenges faced by students with disabilities. By providing high-quality content that bridges research and practice, the Journal of Postsecondary Education and Disability plays a critical role in shaping inclusive educational environments and empowering diverse student populations.

Asia Pacific Journal of Education is a leading scholarly journal dedicated to advancing research and discourse in the field of education within the Asia Pacific region. Published by Routledge Journals, Taylor & Francis Ltd, this journal plays a pivotal role in shaping educational theories and practices, offering significant insights from diverse cultural and pedagogical perspectives. With an impressive impact factor and a 2023 Scopus ranking placing it in the 76th percentile in the education sector, the journal is recognized for its contribution to academic excellence, reflecting high-quality research and innovation. Researchers, educators, and policymakers are encouraged to submit their work, as the journal not only publishes peer-reviewed articles but also fosters critical discussions on contemporary educational challenges and trends from 2008 to 2024. Access options are available through subscription, ensuring the critical research reaches a broad audience, making this journal an essential resource for anyone involved in the field of education.

JOURNAL OF PHILOSOPHY OF EDUCATION, published by Oxford University Press, serves as a premier platform for interdisciplinary research at the intersection of education, history, and philosophy. Established in 1967, this journal has consistently contributed to the academic discourse by publishing insightful articles that challenge conventional thinking and inspire innovative pedagogical practices. With a distinguished ranking in the top quartiles of History and Philosophy and a respectable Q3 position in Education, it occupies a significant niche in the scholarly community. The journal's high Scopus rankings signify its impact, being placed in the 94th percentile for History and the 86th percentile for Philosophy. It welcomes contributions that explore theoretical frameworks, historical contexts, and practical implications of philosophical inquiries into education. Although it does not currently offer Open Access options, the journal remains a vital resource for academics and practitioners seeking to deepen their understanding of educational philosophy. With contributions expected to continue until 2024, the JOURNAL OF PHILOSOPHY OF EDUCATION is poised to remain a crucial avenue for advancing educational thought and research.

Learning Media and Technology, published by Routledge Journals, Taylor & Francis Ltd, is a leading academic journal that stands at the intersection of education and media technology. With its ISSN 1743-9884 and E-ISSN 1743-9892, this esteemed publication has achieved a remarkable Q1 ranking in both the Education and Media Technology categories as of 2023, positioning it within the top-tier journals in these fields. The journal's impressive Scopus rankings further underscore its significance, with a notable rank of #34 out of 1543 in Education and #4 out of 63 in Media Technology, reflecting its high impact and contribution to ongoing research. Covering a wide range of topics from innovative teaching practices to the evolving role of technology in education, the journal aims to foster critical discourse and disseminate pioneering research findings to a global audience. Although it does not currently offer open access, its comprehensive coverage and authoritative insights make it an essential resource for researchers, professionals, and students looking to enrich their understanding of how learning media and technology shape educational landscapes from 2005 to 2024.

The JOURNAL OF EDUCATION POLICY, published by Routledge Journals, Taylor & Francis Ltd, is a premier academic journal dedicated to advancing the field of education through rigorous research and critical analysis. Since its inception in 1986 and continuing through 2024, this esteemed journal has made significant contributions to educational policy discourse, with a notable Q1 ranking in the Education category, signifying its outstanding quality and influence. The journal's Scopus rank places it in the 94th percentile among over 1,500 education-focused publications, underlining its pivotal role in shaping educational practices and policies globally. Although it does not offer open access, JOURNAL OF EDUCATION POLICY is essential for researchers, educators, and policymakers seeking to deepen their understanding of education systems and contribute to reformative policies that impact society. By providing a platform for impactful scholarship, this journal remains at the forefront of educational research, making it a vital resource for the academic community.

Foro de Educacion, an esteemed academic journal published by FAHRENHOUSE, has been a pivotal platform for discourse and research in the field of Education since its inception in 2003. With an Open Access policy that underscores its commitment to widespread dissemination of knowledge, this journal provides a rich repository of articles that cater to a diverse audience of researchers, educators, and policy-makers. Based in Spain, it covers significant educational issues within its scope and has gained recognition with a category quartile ranking of Q3 in Education for 2023, placing it among notable publications despite its emerging status (Scopus Rank #1199/1543). Graced with an ISSN of 1698-7799 and an E-ISSN of 1698-7802, the journal aims to foster innovative educational practices and research advancements that align with contemporary needs. With converged years extending from 2018 to 2024, Foro de Educacion remains dedicated to cultivating scholarly dialogue and promoting educational excellence on a global scale, making it an essential resource for anyone invested in the future of education.

Revista Internacional de Educacion para la Justicia Social is a prominent academic journal published by the Universidad Autónoma de Madrid, Facultad de Formación de Profesorado y Educación. Since its inception in 2012, this Open Access journal has made significant contributions to the fields of education, sociology, and political science, achieving impressive rankings, including Q2 in Education and Q1 in Sociology and Political Science as of 2023. The journal, with ISSN 2254-3139, serves as an essential platform for researchers, professionals, and students interested in fostering social justice through education. With its commitment to accessible scholarship, the journal features high-quality research aimed at promoting equity and inclusivity in educational practices globally. By 2024, it aims to further expand its scope and impact within the academic community, maintaining its dedication to engaging and transformative discourse.

Africa Education Review is a pivotal academic journal dedicated to advancing the field of education across the African continent and beyond. Published by Routledge Journals, Taylor & Francis Ltd in the United Kingdom, this journal serves as a platform for original research and critical discourse that addresses educational policies, practices, and innovations relevant to Africa. With an impactful and insightful scope, the journal has earned a rank of #953 out of 1543 in the category of Social Sciences - Education, placing it in the 38th percentile among its peers and categorized in Q3 for the year 2023. Over the converged years from 2015 to 2024, Africa Education Review aims to provide inclusive access to knowledge, enhancing educational outcomes and contributing to sustainable development through scholarly engagement. Though lacking open access options, the journal remains an essential resource for researchers, educators, and students seeking to gain critical insights and share impactful studies in African education.