Cambridge Journal of Education

Aims & Scope

Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators.

The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern.

With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice.

The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors.

Cambridge Journal of Education welcomes proposals for future editions.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.5
2024	1.80

SJR (SCImago Journal Rank)

Year	Value
2024	1.008

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	77

Journal Rank

Year	Value
2024	4760

Journal Citation Indicator

Year	Value
2024	467

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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.

• Understanding teacher identity: an overview of issues in the literature and implications for teacher education

  Citation: 1335

  Authors: Catherine, Lynn

• Leading Educational Change: reflections on the practice of instructional and transformational leadership

  Citation: 789

  Authors: PHILIP

• Thinking about Feeling: the emotions in teaching

  Citation: 468

  Authors: Jennifer

• Classroom dialogue: a systematic review across four decades of research

  Citation: 389

  Authors: Christine, Manzoorul

• Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’

  Citation: 310

  Authors: Jack

• Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration

  Citation: 305

  Authors: Ha, Jeroen, Theo

• Pupil Participation and Pupil Perspective: 'carving a new order of experience'

  Citation: 274

  Authors: Jean, Julia

• A review of research exploring teacher preparation for the digital age

  Citation: 270

  Authors: Louise

• Rational responses to high stakes testing: the case of curriculum narrowing and the harm that follows

  Citation: 266

  Authors: David

• Learning and Teaching about Values: A review of recent research

  Citation: 263

  Authors: J. Mark, Monica J

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