Educational Research

Aims & Scope

Educational Research is an international peer-reviewed research journal which, since its inception in 1958, has contributed as a leading international forum for informed thinking on all issues of contemporary concern in education.

As the journal of the National Foundation for Educational Research (NFER), Educational Research is committed to publishing research of interest to academics, researchers and those concerned with mediating research findings to policy makers and practitioners.

The journal presents research in a way that is accessible for the educational reader who may not share an author’s particular specialism or context.

The journal has a deliberately broad scope and publishes quantitative and qualitative research studies, reviews of research, discussion pieces, short reports and book reviews concerned with critical inquiry in and of education.

This wide coverage enables discussion of topical issues and policies affecting education and educational establishments worldwide.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.6
2024	2.70

Journal Rank

Year	Value
2024	6519

Journal Citation Indicator

Year	Value
2024	314

SJR (SCImago Journal Rank)

Year	Value
2024	0.822

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	69

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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.

• A survey of the nature and extent of bullying in junior/middle and secondary schools

  Citation: 764

  Authors: Irene, Peter K.

• A review of research on teacher beliefs and practices

  Citation: 746

  Authors: Zhihui

• Manual or electronic? The role of coding in qualitative data analysis

  Citation: 513

  Authors: Tehmina

• Critical thinking in education: a review

  Citation: 385

  Authors: R.T., Rebecca

• How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development

  Citation: 346

  Authors: Ian M., David B., Alan

• Teacher stress and burnout: an international review

  Citation: 314

  Authors: Chris

• Burnout in university teaching staff: a systematic literature review

  Citation: 289

  Authors: J., N.

• What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied

  Citation: 273

  Authors: Peter K., Kirsten C., Janet C.

• Do parents know they matter? Engaging all parents in learning

  Citation: 245

  Authors: Alma, Janet

• Solving the equity–equality conceptual dilemma: a new model for analysis of the educational process

  Citation: 221

  Authors: Oscar

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