Cultural Studies of Science Education, published by Springer, is a leading journal in the field of cultural studies, with a specific focus on the intersection of science education and cultural analysis. With an ISSN of 1871-1502 and an E-ISSN of 1871-1510, this journal has demonstrated its commitment to high-quality research, evidenced by its impressive Q1 ranking in 2023 within the Cultural Studies category and a notable position in the 93rd percentile in Scopus Ranks for Social Sciences. Covering a wide array of interdisciplinary topics, the journal seeks to advance the understanding of how scientific knowledge and education are shaped by cultural contexts, making it a vital resource for researchers, educators, and policy makers. Operating from the Netherlands, the journal embraces an open access philosophy to ensure that cutting-edge research is accessible to all, fostering collaboration and innovation in the field. As we converge years from 2006 to 2024, Cultural Studies of Science Education continues to explore critical issues and innovative methodologies, aiming to inspire and inform the next generation of scholars and practitioners.

Journal of Research in Education Sciences is a premier open-access journal dedicated to advancing the field of educational research. Published by NATL TAIWAN NORMAL UNIV, COLL INT STUDIES & SOCIAL SCIENCES since 2009, this journal contributes to the dissemination of knowledge in educational sciences, making significant strides in addressing contemporary educational issues. With its ISSN number 2073-753X and an established presence in Taiwan, it actively engages scholars and educators by providing a platform for rigorous peer-reviewed research. Despite its comparatively recent establishment, it holds a respectable Q3 classification in the Education category and ranks within the 26th percentile among its peers in Scopus, reflecting its growing influence in the academic community. The journal not only emphasizes innovative educational practices but also fosters discussions on policy implications and educational reforms, making it a vital resource for anyone committed to improving education systems globally. With easy access to research findings via its open-access model, the Journal of Research in Education Sciences seeks to bridge the gap between research and practice, encouraging collaboration among researchers, professionals, and students alike.

English Teaching-Practice and Critique is an esteemed journal published by Emerald Group Publishing Ltd, focusing on the interdisciplinary fields of Education and Linguistics. With a commitment to advancing knowledge and practice in English language teaching, the journal offers a platform for innovative research, critical reflections, and practical insights that are vital for educators, researchers, and students alike. The journal has established itself in the academic community, achieving a Q3 ranking in Education and a prestigious Q1 ranking in Linguistics and Language as of 2023, highlighting its impact and relevance. Although not an open-access journal, its curated content remains accessible to a global audience, facilitating meaningful discourse and development in English language education. The journal spans articles from 2008 to 2014 and 2016 to 2024, making it a valuable resource for ongoing scholarly dialogue and pedagogical advancement. It is particularly recognized within Scopus rankings, standing at the 76th percentile in Arts and Humanities as well as the 74th percentile in Social Sciences, underscoring its significance and standing in these domains.

Physical Education and Sport Pedagogy, published by Routledge Journals, Taylor & Francis Ltd, is a leading journal in the realms of education, sports science, and rehabilitation. With a distinguished impact factor and a notable presence in the academic community, this journal is vital for researchers, educators, and practitioners seeking to advance knowledge and practice in physical education and sport pedagogy. Since its inception in 2010, the journal has progressively established itself within the top quartile rankings—Q1 in Education, Orthopedics and Sports Medicine, Physical Therapy, and Sports Science—as of 2023, reflecting its high standards and significant contribution to the field. While currently not an open-access journal, it remains accessible through institutional subscriptions, ensuring that cutting-edge research reaches professionals and students alike. By exploring innovative pedagogical strategies and addressing contemporary challenges in physical education, this journal fosters an essential dialogue that drives improvements in both educational practices and health outcomes.

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.

Teachers College Record is a prestigious academic journal in the field of education, published by SAGE Publications Inc., that has been a leading resource since its inception in 1976. This journal serves as a platform for scholarly articles, research studies, and critical analyses that inform and advance the understanding of educational theory, policy, and practice. With an impressive Scopus Rank placing it at #490 out of 1543 in the Social Sciences - Education category and a Q2 quartile ranking for 2023, it is recognized for its rigorous peer-review process and significant contributions to the field. Researchers, educators, and students can expect to find cutting-edge discussions on contemporary issues, innovative methodologies, and evidence-based practices. Although the journal does not currently offer open access, it remains a vital asset for those dedicated to enhancing educational outcomes and fostering intellectual discourse.

Research in the Teaching of English is a premier academic journal published by the National Council of Teachers of English, dedicated to advancing the methodologies and practices in the field of English language education. With a robust ISSN of 0034-527X and e-ISSN of 1943-2348, the journal has carved a niche for itself by consistently presenting cutting-edge research that informs and enhances teaching efficacy in diverse educational contexts. Spanning publication periods from 1996 to 2001 and from 2004 to 2024, it serves as a pivotal resource for educators and researchers. Recognized for its impact, the journal currently holds a Q2 classification in Education and a Q1 in Linguistics and Language, reflecting its significance in academic discourse. With commendable Scopus rankings within the top percentiles in both Arts and Humanities and Social Sciences, it remains an essential platform for scholarly discussion aimed at improving English language teaching methodologies. Join a community of professionals devoted to enriching language education through innovative research contributions.

Foro Educacional is a dedicated scholarly journal that serves as a critical platform for discussing and advancing educational research and practices in the contemporary context. Published by UNIV CATOLICA SILVA HENRIQUEZ in Santiago, Chile, this journal primarily focuses on the intersection of pedagogy, curriculum development, and educational policy within the Latin American context. With a commitment to promoting open dialogue and disseminating innovative teaching methodologies, Foro Educacional aims to provide researchers, educators, and policy-makers with valuable insights and practical solutions for enhancing educational systems. Although listed as an Open Access journal, it currently operates under traditional access guidelines, ensuring that research findings are available to a broad audience while upholding academic rigor. The journal seeks to attract contributions from diverse educational fields, emphasizing the importance of collaborative efforts in addressing the challenges faced in modern education. Researchers, professionals, and students are invited to engage with the stimulating discussions that mark this journal as a vital resource in the educational landscape.

Critical Studies in Education, published by Routledge Journals, Taylor & Francis Ltd, is a leading journal in the field of education, with a distinguished Q1 ranking in the 2023 category quartiles. This esteemed journal, accessible to scholars in the United Kingdom and internationally, showcases cutting-edge research and critical perspectives on educational practices, theories, and policies, addressing the complex dynamics shaping contemporary education. With an impressive Scopus rank of #51 out of 1543 within the Social Sciences Education category, it places itself in the 96th percentile, underscoring its significant impact within the academic community. Researchers, educators, and students will find in-depth articles that challenge conventional thought and promote innovative approaches to learning and pedagogy, ensuring that Critical Studies in Education remains an essential resource for those dedicated to advancing educational scholarship and practice from 2008 through to 2024.

CURRICULUM INQUIRY is a prestigious academic journal published by Taylor & Francis Ltd, focusing on the dynamic field of education. Since its inception in 1976, this journal has served as a critical platform for researchers and practitioners alike to explore and interrogate various aspects of curriculum development and implementation. With an impressive Scopus ranking placing it at #502 out of 1543 in the Social Sciences Education category, it stands in the 67th percentile of its peers, reflecting its significant impact and relevance in the education sector. The journal is categorized in the Q2 quartile, further demonstrating its scholarly importance. Although it does not currently offer Open Access, CURRICULUM INQUIRY remains dedicated to advancing the discourse surrounding educational practices through rigorous peer-reviewed articles, critical reviews, and innovative research findings. Positioned for continued excellence through 2024 and beyond, this journal is essential reading for educators, policy-makers, and students invested in curriculum studies. For more information, readers can explore its comprehensive collections designed to stimulate critical thinking and pedagogical innovation.