Journal of Education in Muslim Societies

Aims & Scope

The Journal of Education in Muslim Societies (JEMS) is a semiannual, open access and peer reviewed journal published in partnership with the International Institute of Islamic Thought and Indiana University Press.

JEMS encourages work on a wide range of topics pertinent to the education sector including but not limited to pedagogies, teacher practices, leadership, and policy as it relates to the conditions and status of education in Muslim societies and communities.

The guiding premise of the journal is that education serves more than just the acquisition of knowledge and skills but the enhancement of the holistic aspects of individuals and societies.

JEMS seeks manuscripts in subject areas such as comparative education, youth and youth development, curriculum reform, early childhood education, higher education, as well as others.

The journal has no disciplinary or methodological bias.

All manuscripts are subjected to a double-blind peer-review process prior to acceptance and publication.

View Aims & Scope

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Metrics & Ranking

Journal Rank

Year	Value
2024	25154

Journal Citation Indicator

Year	Value
2024	15

SJR (SCImago Journal Rank)

Year	Value
2024	0.142

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	3

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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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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.

• How Syrian Refugees Expand Inclusion and Navigate Exclusion in Jordan: A Framework for Understanding Curricular Engagement

  Citation: 3

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• Notions of Belonging for Working Rohingya Boys in Cox's Bazar, Bangladesh

  Citation: 2

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• Islam in the United States: Addressing Islamophobia in the Public Schools

  Citation: 2

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• Education During the Active War: Exploring Teachers' Perceptions and Practice in Syria

  Citation: 1

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• Reflective Practice of Islamophobia Intergroup Dialogues in Higher Education

  Citation: 1

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• Intersections of Extremisms: White Nationalist/Salafi-Jihadi Propaganda Overlaps and Essentialist Narratives about Muslims

  Citation: 1

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• Advancing Education in Muslim Societies: Mapping the Terrain

  Citation: 1

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• The Impact of COVID-19 on Islamic Schools in the United States: Implications and Recommendations

  Citation: 0

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• Introduction

  Citation: 0

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• Front Matter

  Citation: 0

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