Pedagogies

Aims & Scope

Pedagogies: An International Journal provides a forum for discussions on how educators might improve teaching and learning in formal and informal settings.

It brings together emergent and groundbreaking work on pedagogy in response to transforming communities and student bodies, new knowledge and forms of communication.

Articles range from analyses, discussions, debates, reviews and studies of the most tenacious and perennial educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.

The journal welcomes submissions on issues of teaching and learning in any content area or discipline.

Research reporting on communities or contexts underrepresented in the production of academic knowledge is especially welcome.

While Pedagogies welcomes submissions regardless of methodological approach, we expect all manuscripts to include a nuanced consideration and rich discussion of results in relation to the research and broader context of teaching and learning.

Though we prioritise empirical work, purely theoretical manuscripts will also be considered.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.3
2024	0.70

SJR (SCImago Journal Rank)

Year	Value
2024	0.386

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	22

Journal Rank

Year	Value
2024	14147

Journal Citation Indicator

Year	Value
2024	133

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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.

• “Multiliteracies”: New Literacies, New Learning

  Citation: 696

  Authors: Bill, Mary

• Understanding and Interrupting Neoliberalism and Neoconservatism in Education

  Citation: 168

  Authors: Michael W.

• Automated Writing Assessment in the Classroom

  Citation: 121

  Authors: Mark, Douglas

• Expanding the four resources model: reading visual and multi-modal texts

  Citation: 120

  Authors: Frank

• Making culturally responsive mathematics teaching explicit: a lesson analysis tool

  Citation: 114

  Authors: Julia M., Maria

• Reviewing Approaches and Perspectives on “Digital Literacy”

  Citation: 88

  Authors: Julian, Helen, Ola

• Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity

  Citation: 83

  Authors: Melissa Sommerfeld, Paul

• Re-Envisioning Language, Literacy, and the Immigrant Subject in New Mediascapes

  Citation: 70

  Authors: Wan Shun Eva

• Literacy into action: digital games as action and text in the English and literacy classroom

  Citation: 51

  Authors: Thomas, Catherine

• Developing pedagogical judgment in novice teachers: mediated field experience as a pedagogy for teacher education

  Citation: 51

  Authors: Ilana Seidel, Sara Sunshine

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