New Zealand Journal of Educational Studies

Aims & Scope

New Zealand Journal of Education Studies (NZJES) is the journal of the New Zealand Association for Research in Education.

Since 1966, NZJES has published research of relevance to both the Aotearoa New Zealand and international education communities.

NZJES publishes original research and scholarly writing that is insightful and thought provoking.

NZJES seeks submissions of empirical (qualitative and quantitative) and non-empirical articles, including those that are methodologically or theoretically innovative, as well as scholarly essays and book reviews.

The journal is multidisciplinary and interdisciplinary in approach, and committed to the principles and practice of biculturalism.

In accordance with that commitment, NZJES welcomes submissions in either Māori or English, or the inclusion of the paper abstract in both English and Māori.

NZJES also welcomes international submissions that shed light on matters of interest to its readership and that include reference to Aotearoa New Zealand authors and/or contexts.

The journal also welcomes proposals for Special Themed Sections, which are groups of related papers curated by guest editors.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.5
2024	1.00

SJR (SCImago Journal Rank)

Year	Value
2024	0.601

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	26

Journal Rank

Year	Value
2024	9658

Journal Citation Indicator

Year	Value
2024	173

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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.

• Diversity and Equity: A Global Education Challenge

  Citation: 96

  Authors: Mel

• Teacher Expectations, Ethnicity and the Achievement Gap

  Citation: 80

  Authors: Hana, Christine M., Melinda

• Flexible Learning Spaces: Inclusive by Design?

  Citation: 50

  Authors: Leon

• Measuring the Vocabulary Size of Native Speakers of English in New Zealand Secondary Schools

  Citation: 49

  Authors: Averil, Paul, Dalice

• Comparing Curriculum Types: ‘Powerful Knowledge’ and ‘21st Century Learning’

  Citation: 47

  Authors: Graham, Elizabeth

• Scholar Outsiders in the Neoliberal University: Transgressive Academic Labour in the Whitestream

  Citation: 42

  Authors: Joanna, Cherie

• Indigenous Inclusion and Indigenising the University

  Citation: 41

  Authors: Te Kawehau, Alison

• Digital Technologies and Innovative Learning Environments in Schooling: A New Zealand Experience

  Citation: 33

  Authors: Jo, John, Julie, Letitia Hochstrasser

• Developing Equity for Pāsifika Learners Within a New Zealand Context: Attending to Culture and Values

  Citation: 33

  Authors: Jodie, Roberta, Trevor, Ingrid, Barbara, Kevin, Rakesh

• Three Models of Effective School–University Partnerships

  Citation: 32

  Authors: Ross, Patricia, John, Jyoti

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