Center for Educational Policy Studies Journal

Aims & Scope

The C·E·P·S Journal is an international peer-reviewed journal with an international board.

It publishes original empirical and theoretical studies from a wide variety of academic disciplines related to the field of Teacher Education and Educational Sciences; in particular, it will support comparative studies in the field.

Regional context is stressed but the journal remains open to researchers and contributors across all European countries and worldwide.

There are four issues per year.

All issues are in English.

Issues are focused on specific areas but there is also space for non-focused articles and book reviews.

View Aims & Scope

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Metrics & Ranking

Journal Rank

Year	Value
2024	13926

Journal Citation Indicator

Year	Value
2024	169

SJR (SCImago Journal Rank)

Year	Value
2024	0.394

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	24

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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

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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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Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

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APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies.

Explore journals without APCs for alternative publishing options.

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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.

• Parental Involvement as a Important Factor for Successful Education

  Citation: 185

  Authors: Maša, Mila

• The Anti-Gender Movement in Europe and the Educational Process in Public Schools

  Citation: 75

  Authors: Roman, Aleš

• Inclusive Education is a Multi-Faceted Concept

  Citation: 71

  Authors: David

• Competences for Education for Sustainable Development in Teacher Education

  Citation: 69

  Authors: Franz, Regina

• Social Capital and Educational Achievements: Coleman vs. Bourdieu

  Citation: 60

  Authors: Silvia, Branislava

• Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

  Citation: 44

  Authors: Marjeta, Barbara

• Partnerships in Teacher Education – Going Beyond the Rhetoric, with Reference to the Norwegian Context

  Citation: 34

  Authors: Kari

• Instructional Leadership Effects on Teachers’ Work Engagement: Roles of School Culture, Empowerment, and Job Characteristics

  Citation: 30

  Authors: Adel, Ghodratollah, Mahdi, Ali

• What is Needed to Develop Critical Thinking in Schools?

  Citation: 30

  Authors: Lidija, Milan

• Respect for Nature – A Prescription for Developing Environmental Awareness in Preschool

  Citation: 28

  Authors: Eva

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