British Journal of Educational Studies

Aims & Scope

British Journal of Educational Studies is one of the UK's foremost international education journals.

It publishes scholarly, research-based articles on education which draw particularly upon historical, philosophical and sociological analysis and sources.

British Journal of Educational Studies provides: Discussions of educational policy and educational issues that draw on the findings of research Articles that review policy developments outside the UK, acknowledging the significance of cross-national policy influences Contributions from many academic disciplines and a variety of perspectives The most comprehensive book review section of any education journal published in the UK with, on average, sixteen reviews per issue.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.1
2024	1.70

Journal Rank

Year	Value
2024	6690

Journal Citation Indicator

Year	Value
2024	295

SJR (SCImago Journal Rank)

Year	Value
2024	0.808

Quartile

Year	Value
2024	Q1

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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

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Subjects & Keywords

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

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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.

• Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University

  Citation: 501

  Authors: Stephen J.

• What is Evidence-based Education?

  Citation: 387

  Authors: Philip

• PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS

  Citation: 369

  Authors: Linda

• Global Citizenship: A Typology for Distinguishing its Multiple Conceptions

  Citation: 335

  Authors: Laura, Paul

• ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS

  Citation: 328

  Authors: Maddalena

• THE ZOMBIE STALKING ENGLISH SCHOOLS: SOCIAL CLASS AND EDUCATIONAL INEQUALITY

  Citation: 260

  Authors: Diane

• Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger

  Citation: 242

  Authors: Valerie, Irene, Etienne

• The Knowledge-Creating School

  Citation: 238

  Authors: David H.

• WHAT MOTIVATES PEOPLE TO TEACH, AND WHY DO THEY LEAVE? ACCOUNTABILITY, PERFORMATIVITY AND TEACHER RETENTION

  Citation: 227

  Authors: Jane, Graham

• CITIZENSHIP-AS-PRACTICE: THE EDUCATIONAL IMPLICATIONS OF AN INCLUSIVE AND RELATIONAL UNDERSTANDING OF CITIZENSHIP

  Citation: 219

  Authors: Robert, Gert

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