Open Learning, published by Routledge Journals, Taylor & Francis Ltd, is a leading peer-reviewed journal in the field of education and e-learning, showcasing innovative research and practice since its inception in 1970. With a robust impact factor and consistently ranked in the Q1 category for both education and e-learning by Scopus, this esteemed journal positions itself at the forefront of academic dialogue, exploring the evolving landscape of digital and open learning environments. The journal's authoritative content and empirical studies serve as essential resources for researchers, educators, and students striving to enhance pedagogical strategies and educational outcomes in a rapidly changing technological world. Published quarterly, Open Learning remains committed to cultivating scholarly exchange and advancing knowledge within the global education community.

Research in Science & Technological Education, published by Routledge Journals, Taylor & Francis Ltd, is a leading international journal dedicated to advancing the field of education within the realms of science and technology. With its ISSN 0263-5143 and E-ISSN 1470-1138, this prestigious journal provides a platform for innovative and rigorous research from 1983 to the present, thus offering critical insights into pedagogical practices, curriculum development, and policy-making. Boasting a remarkable impact, it ranks in the top quartile (Q1) in both Education and Multidisciplinary categories as of 2023, with an impressive Scopus ranking of #270 out of 1543 in Social Sciences _ Education, placing it in the 82nd percentile. Researchers, educators, and students will find invaluable resources and discussions that shape the future of science and technological education in an increasingly complex world. Although this journal does not offer Open Access, it maintains a strong commitment to disseminating high-quality research, making it an essential read for those invested in the evolution of educational practices and outcomes in the STEM fields.

The International Journal of Mobile and Blended Learning (ISSN: 1941-8647; E-ISSN: 1941-8655), published by IGI Global, is a premier platform dedicated to advancing the understanding and implementation of mobile and blended learning methodologies. Established in 2009 and publishing until 2024, this esteemed journal serves as a critical resource for researchers, educators, and professionals in the fields of Computer Science and Education, achieving a notable Q2 ranking in both these categories as of 2023. With a strong focus on innovative practices and recent trends in E-learning, this journal is indexed in Scopus, boasting robust rankings that place it in the 68th percentile for Social Sciences and the 56th percentile for Computer Science. The journal encourages contributions that explore the intersection of technology and pedagogy, ultimately aiming to enhance educational experiences through the effective integration of mobile technologies. Whether you're a seasoned researcher or a student eager to delve into the latest educational technologies, the International Journal of Mobile and Blended Learning serves as an invaluable resource that fosters scholarly dialogue and promotes cutting-edge research in this dynamic field.

Welcome to the JOURNAL OF COMPUTER ASSISTED LEARNING, a premier publication dedicated to the advancement of research in the fields of computer science applications, education, and e-learning. Published by WILEY, this journal has earned a prestigious reputation, holding a Q1 quartile ranking in both its primary categories for the year 2023. With its extensive reach since its inception in 1985, it features cutting-edge research that stimulates innovative practices in educational technology and pedagogical methods. Recognized for its impact with a remarkable Scopus ranking — 57th in Social Sciences/Education and 105th in Computer Science — the journal is a vital resource for scholars, educators, and practitioners looking to deepen their understanding of how technology enhances learning experiences. Although the journal is not open access, its commitment to quality research continues to resonate across the UK and globally, making it an essential platform for those engaged in enhancing educational outcomes through technology.

Bulletin of the Technical Committee on Learning Technology, published by IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC, is a pivotal journal that intersects the realms of education and computer science. With a noteworthy ISSN of 2306-0212, this journal serves as a vital platform for disseminating innovative research and development in learning technologies, particularly focusing on technological advancements that enhance educational environments and methodologies. Although coverage in Scopus has been discontinued, the journal's past contributions are reflected in its competitive rankings, with a position of Rank #624 in Social Sciences - Education and Rank #427 in Computer Science - Computer Science Applications. This indicates a solid niche in the academic landscape, making it a valuable resource for researchers, educators, and practitioners seeking to advance the dialogue around technology integration in learning. The Bulletin fosters an open exchange of knowledge and encourages the exploration of emerging technology applications in education, positioning itself as an important component in the ongoing development of learning technologies.

ETR&D - Educational Technology Research and Development, published by Springer, is a premier journal dedicated to advancing the field of educational technology through rigorous research and development. With a history dating back to 1957, it has established itself as a leading resource for scholars and practitioners, maintaining a remarkable Q1 ranking in Education as of 2023, and standing at an impressive 41st out of 1543 in the Scopus rankings for Social Sciences - Education, placing it in the 97th percentile. This journal aims to bridge the gap between theory and practice, offering in-depth insights into the latest innovations and methodologies in educational technology. As a vital resource for researchers, educators, and technology developers, ETR&D highlights the interplay of technology, pedagogy, and learning environments, driving the evolution of educational practices in a digital era. Although not an open access journal, it provides comprehensive access options for institutional and individual subscribers, ensuring that key findings reach a broad audience. Discover the future of education through ETR&D's influential publications.

International Journal of Mobile Learning and Organisation, published by InderScience Enterprises Ltd, is a premier academic journal focused on the intersection of mobile technology and educational practices. With an ISSN of 1746-725X and an E-ISSN of 1746-7268, this journal has been a vital resource since its inception in 2007, exploring innovative approaches to mobile learning and organizational development with a converged publication timeline extending to 2024. The journal holds a respectable impact in various disciplines, categorized in Q3 for Computer Science Applications and Q2 for both Education and E-learning as of 2023, showcasing its relevance in critical academic discussions. Ranked in the 75th percentile for Educational Social Sciences and the 52nd percentile in Computer Science, it serves as a bridge for researchers, professionals, and students eager to advance their understanding and application of mobile learning techniques. Although it does not provide open access, the journal is recognized for its rigorous peer-review process, ensuring the publication of high-quality research that contributes to the landscape of educational technology.

The Journal of Information Technology Education-Research, published by the Informing Science Institute, stands as a pivotal resource in the field of educational technology and computer science. With an ISSN of 1547-9714 and an impressive E-ISSN of 1539-3585, this journal aims to disseminate high-quality research and innovative practices that enhance the integration of information technology in educational contexts. It has achieved commendable rankings, notably Q2 in Computer Science (miscellaneous), Q1 in Education, and Q2 in E-learning for the year 2023, reflecting its significance and impact in these domains. Within the Scopus metrics, it ranks #178 out of 1543 in Social Sciences Education and #50 out of 232 in General Computer Science, positioning it in the top percentiles of its fields. This journal is dedicated to fostering scholarly discourse and providing a platform for educators, researchers, and professionals to share their findings and insights, contributing to the advancement of knowledge and practices in information technology education. The journal covers research from 2011 to 2024, ensuring a comprehensive collection of contemporary studies that engage with current trends and challenges in IT education. For scholars seeking an open-access platform to disseminate their work, this journal presents an invaluable option to engage with a broad academic audience.

International Journal of Distance Education Technologies is a premier scholarly publication, serving as a vital resource for researchers, educators, and technology professionals focused on the evolving field of distance education. Established in 2003 and published by IGI Global, this journal addresses the intersection of educational methodologies and technological advancements, contributing significantly to knowledge in areas including e-learning, computer networks, and education sciences. With notable rankings in the 2023 quartiles, it stands out at Q1 in Education and Q2 in categories such as Computer Networks and Communications and E-learning, reflecting its influence and reach within the academic community. This journal not only provides a platform for high-quality research but also engages with contemporary issues in technology-enhanced learning, making it indispensable for anyone striving to understand and innovate in distance education. Although it does not feature Open Access options, the journal’s rigorous peer-review process ensures that each published article offers valuable insights and relevant findings in this rapidly evolving domain.

International Journal of Technologies in Higher Education, with ISSN 1708-7570 and E-ISSN 1708-7570, is a distinguished academic platform dedicated to advancing the intersection of technology and pedagogy in higher education. Published by INT JOURNAL TECHNOLOGIES HIGHER EDUCATION, this open-access journal has been at the forefront of educational innovation since 2004, providing researchers, practitioners, and students access to high-quality research without financial barriers. The journal aims to disseminate cutting-edge studies, best practices, and theoretical insights that explore the transformative impact of emerging technologies in the field of education. Situated in Montreal, Canada, the journal serves as a pivotal resource for those committed to enhancing learning environments through technological advancements. By fostering scholarly discussion and collaboration, the International Journal of Technologies in Higher Education plays an essential role in shaping the future of educational practices globally.