Revista Peruana de Investigacion Educativa is a distinguished academic journal published by the SOC INVESTIGACION EDUCATIVA PERUANA, dedicated to advancing knowledge within the field of educational research. With its ISSN 2076-6300 and E-ISSN 2077-4168, this peer-reviewed journal aims to provide a platform for scholars, educators, and practitioners to disseminate innovative research findings, theoretical advancements, and critical reviews related to educational practices in Peru and beyond. Although the journal currently operates without an open-access model, its commitment to quality and relevance is reflected in its rigorous editorial standards. By fostering dialogue on pivotal educational issues, Revista Peruana de Investigacion Educativa plays an important role in enhancing educational outcomes and shaping policy decisions, making it an essential resource for researchers, professionals, and students interested in the dynamics of education in the Latin American context.

CRITICAL SOCIAL POLICY, an esteemed journal published by SAGE Publications Ltd, has established itself as a leading platform for scholarship in the field of political science and international relations, boasting a remarkable position within the Q1 category. Since its inception in 1981, the journal has been committed to advancing critical perspectives on social policy issues, making it an essential resource for researchers, practitioners, and students alike. With an impressive Scopus rank of #69 out of 706 in its field, and a 90th percentile placement, it reflects high scholarly influence and a significant impact factor. The journal's rigorous peer-reviewed articles cover a range of topics, offering insights that challenge conventional wisdom and provoke further discussion. While it is not an open-access journal, its publications are widely recognized for their contribution to ongoing debates in social policy and political science, ensuring that its readers are at the forefront of relevant theoretical and practical advancements. For scholars striving to contribute to this vital area of study, CRITICAL SOCIAL POLICY serves as a cornerstone for disseminating knowledge and driving academic inquiry.

EDUCATION AND URBAN SOCIETY is a prestigious academic journal published by SAGE PUBLICATIONS INC, focusing on the intersection of education and urbanization, integral to understanding contemporary societal dynamics. Since its inception in 1968, the journal has maintained a commitment to publishing high-quality research that informs policy, practice, and scholarship within the fields of Education and Urban Studies. With a notable impact factor reflected in its Q2 rankings for both categories in 2023 and a strong standing in Scopus rankings, the journal serves as a critical platform for researchers and practitioners seeking to address the complex challenges facing urban education systems. Although it does not currently offer open access, the journal ensures wide dissemination of knowledge through its rigorous peer-reviewed processes, making it an essential resource for anyone involved in the study or practice of education in urban contexts. For scholars aiming to explore the revolutionary changes in these fields leading up to 2024 and beyond, EDUCATION AND URBAN SOCIETY continues to be a vital source of innovative research and discourse.

EDUCATIONAL FORUM, published by Routledge Journals, Taylor & Francis Ltd, is a premier academic journal that serves as a vital platform for innovative research and discourse in the field of education. With an ISSN of 0013-1725 and an E-ISSN of 1938-8098, this journal has been at the forefront of educational scholarship since its inception in 1936, continuing to disseminate critical insights through 2024. Recognized in the Q2 category of education in 2023, it holds a Scopus rank of 768 out of 1543 in the social sciences, placing it in the 50th percentile overall. Though it does not offer open access, the journal provides an essential resource for researchers, professionals, and students aiming to expand their understanding of current educational practices, policies, and innovations. By fostering an academic environment rich in rigorous analysis and thoughtful discussion, EDUCATIONAL FORUM plays an indispensable role in shaping the future of education.

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.

The Cambridge Journal of Education, published by Routledge Journals, Taylor & Francis Ltd, stands as a pivotal platform for scholarly discourse in the field of Education. With a distinguished history spanning from 1971 to 2024, this journal encompasses a diverse array of educational research, ranging from policy analysis to pedagogical innovations. Notably, it enjoys a prominent Q1 status in the Education category, reflecting its high impact and prestige within the academic community, as evidenced by its ranking of #251 out of 1543 in Social Sciences Education on Scopus, placing it in the 83rd percentile. Although access is not open, the journal offers valuable insights and empirical studies that aim to inform educators, researchers, and policymakers alike. With an ISSN of 0305-764X and E-ISSN of 1469-3577, the Cambridge Journal of Education is an essential resource for those committed to advancing the understanding and practice of education globally.

Educational Studies-AESA, published by Routledge Journals, Taylor & Francis Ltd, is a prestigious peer-reviewed journal that serves as a vital platform for sharing cutting-edge research in the fields of education, sociology, and political science. With an ISSN of 0013-1946 and an E-ISSN of 1532-6993, this journal holds a commendable status, reflected in its strong rankings: it is positioned in the Q2 category in both Education and Sociology/Political Science, emphasizing its significant impact in these disciplines. Moreover, with Scopus rankings that place it in the 62nd and 48th percentiles within its categories, Educational Studies-AESA is recognized for its contributions to scholarly discourse and is an essential resource for researchers, professionals, and students alike seeking to deepen their understanding of educational dynamics and their societal implications. While this journal is not currently open access, it remains a vital scholarly source, enriching the academic community from its base in the United Kingdom, addressing vital educational issues from 2018 to 2024 and beyond.

The Qualitative Report, published by NOVA Southeastern University, is a leading open-access journal dedicated to the rich field of qualitative research. Since its inception in 1990, the journal has emerged as an essential resource for researchers, practitioners, and students interested in cultural studies, education, and social psychology. With a notable impact factor reflected in its 2023 quartile rankings—Q1 in Cultural Studies, Q2 in Education, and Q3 in Social Psychology—the journal showcases cutting-edge research and diverse methodologies that advance understanding within these areas. Its Scopus rankings further underscore its influence, positioning it within the top 10th percentile in Cultural Studies and among the top tiers in Education and Social Psychology. The Qualitative Report is based in the United States and provides an innovative platform for disseminating impactful qualitative studies, reinforcing its commitment to fostering dialogue and promoting visibility in the academic community.

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.

International Studies in Sociology of Education is a prominent journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to exploring the interplay between sociological perspectives and educational practices. With an ISSN of 0962-0214 and an E-ISSN of 1747-5066, this journal has made significant contributions to the field since its inception in 1991 and continues to shape the discourse through 2024 and beyond. As a member of the Q2 category in both Education and General Social Sciences according to the 2023 metrics, it ranks favorably within the academic community, highlighting its relevance and impact. With robust Scopus rankings, including a 75th percentile position in General Social Sciences, the journal serves as a vital resource for researchers, professionals, and students alike, offering insights into contemporary educational phenomena and fostering critical discussions. Although it does not provide Open Access options, its rigorous peer-review process ensures the dissemination of high-quality research that influences educational policy and practice. Engaging with International Studies in Sociology of Education enables scholars to deepen their understanding of how social dynamics shape educational outcomes and to contribute to the ongoing evolution of educational sociology.