Conhecimento & Diversidade is a prominent academic journal dedicated to advancing the fields of knowledge and diversity studies. Published by CENTRO UNIV LA SALLE-RJ, this journal aims to foster interdisciplinary dialogue and showcase innovative research that addresses the complex interplay between knowledge generation and diverse perspectives. Although it currently operates without an open access model, Conhecimento & Diversidade remains committed to disseminating scholarly work that inspires critical thinking and contributes to the broader academic community. Based in Niterói, Rio de Janeiro, Brazil, the journal holds a strategic position within the Latin American academic landscape, promoting regional scholarship while engaging with global discourses. Researchers, professionals, and students seeking to deepen their understanding of diversity in knowledge systems will find this journal an invaluable resource, as it showcases high-quality articles that explore new theories, methodologies, and practices across various disciplines.

CIAN-Revista de Historia de las Universidades, published by UNIV CARLOS III MADRID, INST ANTONIO NEBRIJA ESTUDIOS UNIV, is an esteemed academic journal dedicated to exploring the historical contexts and developments of universities, particularly within the Spanish landscape. With an ISSN of 1139-6628 and an E-ISSN of 1988-8503, the journal has established itself as a significant contributor to scholarship, representing the convergence of educational and historical studies from 2019 to 2024. Particularly noteworthy is its 2023 positioning, where it holds a prestigious Q1 ranking in History and Q4 in Education, indicative of its commitment to high-quality research. Positioned within the mid-range percentile of its fields—ranked 742 out of 1760 in History and 1371 out of 1543 in Education—CIAN serves as a vital resource for researchers, professionals, and students aiming to deepen their understanding of the historical evolution of universities. Although it currently does not feature open access options, the journal provides invaluable insights and academic rigor, making it an important point of reference for those interested in the intersections of history and education.

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.

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.

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.

South African Journal of Higher Education, published by SUNJOURNALS, is a leading peer-reviewed platform dedicated to advancing scholarship in the field of higher education. As an Open Access journal since 2016, it ensures that research findings are freely accessible to a global audience, fostering collaboration and innovation among researchers, educators, and policymakers. With the ISSN 1011-3487 and E-ISSN 1753-5913, this journal aims to disseminate high-quality research that addresses current challenges and trends in higher education within South Africa and beyond. The journal's commitment to scholarly excellence enhances its importance in contributing to impactful educational practices and reforms. By providing a platform for contemporary academic discourse, it serves as a vital resource for professionals in the field, facilitating the exchange of ideas that can shape the future of higher education. For researchers, this journal is an invaluable tool for staying abreast of the latest studies, methodologies, and theoretical frameworks.

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.

British Journal of Sociology of Education, published by Routledge Journals, Taylor & Francis Ltd, is a leading academic journal that focuses on the critical examination of the social dimensions of education. With a significant impact in the field, recognized by its Q1 rankings in both Education and Sociology & Political Science categories, this journal has been an essential resource since its inception in 1980 and continues to influence scholarship through 2024 and beyond. The journal's comprehensive scope invites contributions that explore the complex interplay between education systems and social structures, making it indispensable for researchers, professionals, and students committed to understanding these vital dynamics. While it currently does not offer Open Access, the journal's high Scopus rankings, placing it in the top 21% in Sociology and Political Science and the top 28% in Education, underscore its significance in fostering scholarly discourse and advancing knowledge.

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.

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.