Oxford Review of Education

Aims & Scope

The Oxford Review of Education is a well-established journal with an extensive international readership.

It is committed to cultivating educational scholarship across a wide range of academic disciplines.

The Editors welcome articles reporting significant new research as well as contributions of a more conceptual or theoretical nature.

The membership of the Editorial Board reflects these emphases, which have remained characteristic of the Oxford Review of Education since its foundation in 1974.

The Editorial Board meets twice a year and takes responsibility for the general development of the journal.

The Oxford Review of Education seeks to preserve the highest standards of professional scholarship in education by publishing high-quality articles of wide educational relevance.

The journal publishes Special Issues, normally two each year, in order to explore in depth issues and debates of ongoing relevance for educational policy, practice and scholarship.

For such issues a Guest Editor is often invited and contributions are sought from acknowledged experts in the field under review.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.1
2024	2.30

SJR (SCImago Journal Rank)

Year	Value
2024	1.003

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	81

Journal Rank

Year	Value
2024	4811

Journal Citation Indicator

Year	Value
2024	530

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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.

• Positive education: positive psychology and classroom interventions

  Citation: 1153

  Authors: Martin E. P., Randal M., Jane, Karen, Mark

• Management as ideology: the case of ‘new managerialism’ in higher education

  Citation: 548

  Authors: Rosemary, Kevin J.

• Learning from other people in the workplace

  Citation: 474

  Authors: Michael

• The caring relation in teaching

  Citation: 474

  Authors: Nel

• Critical reflections on the benefits of ICT in education

  Citation: 372

  Authors: Sonia

• Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs

  Citation: 308

  Authors: Andrew J., Herbert W.

• Teacher–student relationship at university: an important yet under-researched field

  Citation: 307

  Authors: Gerda, Simone E.

• The challenges of insider research in educational institutions: wielding a double‐edged sword and resolving delicate dilemmas

  Citation: 295

  Authors: Justine

• Variations in the conditions for teachers' professional learning and development: sustaining commitment and effectiveness over a career

  Citation: 291

  Authors: Christopher, Qing

• Cool Guys, Swots and Wimps: the interplay of masculinity and education

  Citation: 269

  Authors: R. W.

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