Africa Education Review

Aims & Scope

Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues.

It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale.

The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics.

Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena.

What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular.

The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	0.5
2024	0.20

SJR (SCImago Journal Rank)

Year	Value
2024	0.179

Quartile

Year	Value
2024	Q4

Journal Rank

Year	Value
2024	22555

Journal Citation Indicator

Year	Value
2024	34

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Designing continuous professional development programmes for teachers: A literature review

  Citation: 41

  Authors: K.

• Computer Anxiety, Computer Self-efficacy and Attitudes towards the Internet of First Year Students at a South African University of Technology

  Citation: 40

  Authors: Carlie L.

• The African renaissance and the transformation of the higher education curriculum in South Africa

  Citation: 38

  Authors: Philip

• The Digitally Disadvantaged: Access to Digital Communication Technologies among First Year Students at a Rural South African University

  Citation: 37

  Authors: Toks, Saki

• Hear our voices: Student teachers' experiences during practical teaching

  Citation: 33

  Authors: Petro, Corinne

• Decolonising the curriculum: Students' Perspectives

  Citation: 32

  Authors: Lawrence

• PRO-POOR PRIMR: IMPROVING EARLY LITERACY SKILLS FOR CHILDREN FROM LOW-INCOME FAMILIES IN KENYA

  Citation: 30

  Authors: Benjamin, Evelyn, Kennedy

• Threats to inclusive education in Lesotho: An overview of policy and implementation challenges

  Citation: 27

  Authors: Paseka Andrew

• The implications of the out-of-field phenomenon for effective teaching, quality education and school management

  Citation: 26

  Authors: G.M., E.

• Challenge of effective technology integration into teaching and learning

  Citation: 26

  Authors: M Z.

---