Revista Brasileira de Educação do Campo - Brazilian Journal of Rural Education, published by Universidade Federal de Tocantins (UFT) since 2016, is a distinguished open access journal aimed at advancing research and scholarship in the field of rural education. With its commitment to enhancing educational practices and policies in rural settings, this journal serves as a vital platform for researchers, educators, and policymakers to share their findings and innovations. By embracing a diverse range of interdisciplinary perspectives, the journal seeks to address the unique challenges and opportunities faced by rural educators in Brazil and beyond. The journal's dedication to open access ensures that the knowledge produced is widely disseminated, fostering a rich dialogue within the educational community. As the field of education continues to evolve, Revista Brasileira de Educação do Campo stands at the forefront, championing the importance of equitable and inclusive education for all learners.

London Review of Education is a distinguished scholarly journal published by UCL IOE PRESS at the UCL Institute of Education. Since its inception in 2008, the journal has provided a platform for critical discourse and innovative research within the field of education. Recognized for its academic rigor, it has achieved a commendable Q2 quartile ranking in the Education category as of 2023 and holds a significant position in Scopus rankings, placing in the 62nd percentile among Social Sciences in Education. With an open access model established since 2014, the London Review of Education ensures that its valuable insights are accessible to a broad audience, enhancing the dissemination of research findings and fostering collaboration among researchers, professionals, and students. By bridging theory and practice, this journal plays a crucial role in shaping educational policy and practice, making it an essential resource for anyone engaged in the evolving landscape of education.

HSE-Social and Education History, published by HIPATIA PRESS in Spain, is a distinguished open-access journal since 2012, dedicated to the intersection of social and educational history. With an ISSN of 2014-3567, it caters to a diverse scholarly audience by providing rigorous research and insightful analysis reflecting the complexities of educational systems through historical lenses. Its esteemed quartile ranking places it in Q3 for Education, Q1 for History, and Q2 for Social Sciences, indicating its significant scholarly impact and contribution to these fields. HSE-Social and Education History has established its reputation with notable rankings in the Scopus database, being positioned at the 82nd percentile in History and holding a suitable rank in Education and General Social Sciences. The journal acts as a vital platform for researchers, professionals, and students, fostering an understanding of the social dynamics that have shaped educational experiences across different contexts. With its commitment to open access, HSE-Social and Education History ensures widespread dissemination of knowledge, encouraging collaborative dialogue and enhancing academic discourse.

Revista Ibero-Americana de Estudos em Educacao, ISSN 2446-8606, is a distinguished open-access journal published by the Universidade Estadual Paulista (UNESP) since 2006. This journal is dedicated to advancing research in the field of education across the Ibero-American region, fostering a thoughtful dialogue on educational theories, practices, and policies. With a commitment to disseminating knowledge widely, it serves as a vital platform for educators, researchers, and policymakers to share transformative ideas and empirical studies. The journal publishes original research articles, reviews, and theoretical discussions, contributing significantly to the ongoing development in educational practices. Based in Assis, Brazil, it aims to bridge gaps in educational research and contribute to the enhancement of educational systems in Spanish and Portuguese-speaking countries. The Revista Ibero-Americana de Estudos em Educacao is poised to be a critical resource for those dedicated to improving educational outcomes and promoting equity in education.

The International Journal of Multicultural Education (IJME), published by EASTERN COLL, DEPT EDUCATION, is a leading open-access journal dedicated to advancing the field of multicultural education. Established in 2007, this journal has become an essential platform for researchers, educators, and policymakers interested in exploring the complexities of education in diverse cultural contexts. With an impressive impact factor and strong rankings in multiple categories including Q1 in Anthropology and Cultural Studies, and Q2 in both Education and Social Sciences, the IJME provides high-quality, peer-reviewed articles that contribute to impactful educational practices and scholarship. The journal's open access model ensures that its invaluable research reaches a global audience, fostering dialogue and collaboration among academics, practitioners, and students. By focusing on themes that address social justice, equity, and cultural awareness in education, the IJME plays a critical role in shaping inclusive and effective educational frameworks for the future.

Cadernos Educação Tecnologia e Sociedade is a pioneering academic journal dedicated to exploring the intersections of education, technology, and society. Published by the Instituto Federal de Educação, Ciência e Tecnologia de Goiás, Campus Inhumas, this journal has been a proponent of open access research since its inception in 2008, ensuring that knowledge in these transformative fields is accessible to all. With a focus on interdisciplinary studies, it invites contributions that examine how technological advancements influence educational practices and societal developments. Researchers, educators, and practitioners alike will find valuable insights that foster innovation and critical thought within these rapidly evolving domains. As a vital resource for ongoing discourse and exploration, Cadernos Educação Tecnologia e Sociedade contributes significantly to academic literature and the greater field of educational technology, offering a platform for diverse perspectives and groundbreaking research.

Education in the Knowledge Society is a prominent open-access journal published by EDICIONES UNIV SALAMANCA, aimed at advancing research and discourse within the fields of Education and Computer Science, particularly in their intersection. With an ISSN of 2444-8729, this journal has been dedicated to disseminating scholarly work since its establishment in 2015, providing free access to invaluable content that enhances the global conversation around educational practices in the digital era. The journal has earned a strong reputation, evidenced by its impressive Scopus rankings—#55 out of 1406 in the Social Sciences _ Education category, placing it in the 96th percentile, and #129 out of 747 in Computer Science _ Computer Science Applications, in the 82nd percentile. While its coverage in Scopus has reached a temporary halt, the journal continues to serve as an essential resource for researchers, professionals, and students who seek to explore the evolving dynamics of knowledge acquisition and dissemination in today's society. The journal's commitment to fostering innovative educational frameworks underlines its significance in shaping future scholarly investigations and practical implementations.

Educational Research for Social Change is an esteemed open-access journal published by the NELSON MANDELA METROPOLITAN UNIVERSITY's Faculty of Education, fostering impactful discourse in the fields of Education, Sociology, and Political Science. Since its inception in 2012, the journal has committed to promoting research that champions social transformation through education, ensuring accessibility for diverse audiences. With a strong focus on empirical studies, theoretical advancements, and policy implications, it operates within a converged timeline from 2018 to 2024, aspiring to elevate educational practices and socio-political understandings in South Africa and beyond. Currently holding a Q3 quartile ranking in both Education and Sociology as per the 2023 metrics, it ranks within the 48th and 32nd percentiles of their respective fields on Scopus, a testament to its growing influence and relevance. By providing a platform for innovative ideas and critical analyses, the journal serves as a vital resource for scholars, practitioners, and students eager to engage in meaningful dialogue about educational reform and social change.

Linhas Críticas is a prominent open access journal published by UNIV BRASILIA, dedicated to fostering scholarly discourse in the fields of social sciences and humanities. With ISSN 1516-4896 and E-ISSN 1981-0431, the journal has been fully accessible since 2014, reflecting its commitment to disseminating high-quality research to a global audience. Positioned as a vital resource for researchers, professionals, and students alike, Linhas Críticas offers a platform for innovative ideas and critical analyses that engage with contemporary social issues, theories, and practices. The journal aims to enhance interdisciplinary understanding and foster dialogues that contribute to academic growth. By emphasizing rigorous peer-reviewed articles, Linhas Críticas continues to establish itself as an essential publication for those seeking to explore and contribute to critical thought in Brazil and beyond.

The International Journal of Sociology of Education, published by HIPATIA PRESS, stands as a pivotal platform for scholars and practitioners in the fields of education and social sciences. Established in 2012 as an open-access journal, it aims to foster a deeper understanding of the interplay between sociological theories and educational practices. With an ISSN of 2014-3575 and a growing reputation reflected in its Q2 and Q3 quartile rankings across relevant categories, the journal is indexed in major databases, ensuring high visibility and citation potential. The journal's Scopus rank highlights its significant standing within the educational and social sciences community, particularly at the 73rd and 83rd percentiles respectively. Based in Barcelona, Spain, it invites contributions that address diverse sociological perspectives and their implications for educational systems worldwide. By providing a collaborative forum for research, this journal not only enriches academic discourse but also serves as an essential resource for policy-making and curriculum development, making it invaluable for researchers, professionals, and students alike.