Journal of Curriculum Studies

Aims & Scope

Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations.

The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability.

Journal of Curriculum Studies does not subscribe to any particular methodology or theory.

As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2
2024	2.30

SJR (SCImago Journal Rank)

Year	Value
2024	1.103

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	75

Journal Rank

Year	Value
2024	4118

Journal Citation Indicator

Year	Value
2024	542

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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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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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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.

• <i>The role of beliefs in the practice of teaching</i>

  Citation: 1064

  Authors: Jan

• A comparative analysis of international frameworks for 21^stcentury competences: Implications for national curriculum policies

  Citation: 927

  Authors: Joke, Natalie Pareja

• Towards a theory of leadership practice: a distributed perspective

  Citation: 893

  Authors: JAMES P., RICHARD, JOHN B.

• Globalization and environmental education: looking beyond sustainable development

  Citation: 463

  Authors: Bob, Arjen E. J.

• How and what teachers learn: a shifting perspective

  Citation: 440

  Authors: LEE S., JUDITH H.

• Overcoming the crisis in curriculum theory: a knowledge-based approach

  Citation: 386

  Authors: Michael

• Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21^stcentury curriculum

  Citation: 367

  Authors: Wayne

• Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

  Citation: 334

  Authors: SARA, KENNETH, SUE

• Active location in teachers' construction of their professional identities

  Citation: 318

  Authors: John, Robin

• External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactment

  Citation: 317

  Authors: James P.

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