Orbis Scholae

Aims & Scope

Orbis scholae is an academic journal published by Charles University, Prague.

It features articles on school education in the wider socio-cultural context.

It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.

Metrics & Ranking

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Preservation url
• Apc url

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies.

Explore journals without APCs for alternative publishing options.

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.

• Making teacher education relevant for practice: The pedagogy of realistic teacher education

  Citation: 56

  Authors: Fred A. J.

• Recent Developments in School Tracking Practices in Germany: An Overview and Outlook on Future Trends

  Citation: 48

  Authors: Michael, Marko, Hanna

• In Pursuit of Educational Change: Transformation of Education in the Czech Republic

  Citation: 33

  Authors: David, Eliška

• Preschool practitioners’ and immigrant parents’ beliefs about academics and play in the early childhood educational curriculum in five countries

  Citation: 21

  Authors: Joseph, Fikriye

• PromÄ›ny kurikula současné české Å¡koly: vize a realita

  Citation: 20

  Authors: Tomáš, Josef, Petr, Jiří

• Shadow Education in Uzbekistan: Teachers’ Perceptions of Private Tutoring in the Context of Academic Lyceums

  Citation: 18

  Authors: Sherzod

• Blurring boundaries: the growing visibility, evolving forms and complex implications of private supplementary tutoring

  Citation: 18

  Authors: Mark

• Classroom Teaching and Learning Resources: International Comparisons from TIMSS − A Preliminary Review

  Citation: 18

  Authors: Mike, Zuzana

• Gender- and SES-Specific Disparities in Shadow Education: Compensation for Boys, Status Upgrade for Girls? Evidence From the German LifE Study

  Citation: 18

  Authors: Steve R., Wolfgang

• How should we respond to the continuing failure of compensatory education?

  Citation: 17

  Authors: Sally