Curriculum Journal

Aims & Scope

The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum theory, as well as curriculum-making practices.

It encompasses issues relating to governance and policy development, teacher professional learning, assessment and pedagogy, insofar as they pertain to curriculum.

The Journal aims to contribute to the renewal of the field of curriculum studies, enrich curriculum conversations and enable practitioners and scholars to engage with curricular issues, thus placing consideration of curriculum firmly at the heart of educational discourse and practice.

The journal welcomes papers – original research and review articles – that: address current and historical global debates and traditions from the complex landscape of curriculum studies pose challenging curricular questions from different perspectives, including reflexive questions about whom curriculum research is for and its purposes, and wider historical, sociological and political questions about the curriculum draw upon diverse theoretical and methodological approaches focus on formal and informal educational settings within and beyond schooling (including early years, primary and secondary schools, further education, higher education and teacher education, vocational education and training, community education, professions and work-based education).

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.7
2024	1.20

SJR (SCImago Journal Rank)

Year	Value
2024	0.684

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	50

Journal Rank

Year	Value
2024	8330

Journal Citation Indicator

Year	Value
2024	313

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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.

• Classification of learning outcomes: evidence from the computer games literature

  Citation: 270

  Authors: Harold F., Richard, Eva L.

• Teachers' summative practices and assessment for learning – tensions and synergies

  Citation: 208

  Authors: Wynne

• Towards a framework for critical citizenship education

  Citation: 200

  Authors: Laura, Paul

• Knowledge, power and powerful knowledge re‐visited

  Citation: 150

  Authors: Johan, Michael

• Let's get beyond community and practice: the many meanings of learning by participating

  Citation: 130

  Authors: Anne

• Teacher development and pupil voice

  Citation: 127

  Authors: Julia

• Beyond method: assessment and learning practices and values

  Citation: 100

  Authors: Mary, David

• Teachers’ engagement with published research: addressing the knowledge problem^a

  Citation: 95

  Authors: Tim

• Curriculum in early childhood education: critical questions about content, coherence, and control

  Citation: 95

  Authors: Elizabeth, Helen

• What is a curriculum and what can it do?

  Citation: 93

  Authors: Michael

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