South African Journal of Education

Aims & Scope

The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal.

Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources.

Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee.

Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.

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)
• Web of Science

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
• Plagiarism url
• Preservation url
• Apc url
• License

Plagiarism Policy

This journal follows a plagiarism policy. All submitted manuscripts are screened using reliable plagiarism detection software to ensure originality and academic integrity. Authors are responsible for proper citation and acknowledgment of all sources, and any form of plagiarism, including self-plagiarism, will not be tolerated.

For more details, please refer to our official: Plagiarism Policy.

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 requires an Article Processing Charge (APC) to support open access publishing, covering peer review, editing, and distribution. The current APC is 5,500.00 ZAR. Learn more.

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.

• The challenges of realising inclusive education in South Africa

  Citation: 192

  Authors: Dana, Juan

• Teachers for rural schools – a challenge for South Africa

  Citation: 175

  Authors: Pierre, Raj

• The “movement” of mixed methods research and the role of educators

  Citation: 159

  Authors: John W., Amanda L.

• A case study of continuing teacher professional development through lesson study in South Africa

  Citation: 99

  Authors: Yumiko, Johanna

• Why metaphor matters in education

  Citation: 80

  Authors: Elaine

• Preparing new principals in South Africa: the ACE: School Leadership Programme

  Citation: 78

  Authors: Tony, Edith, Pontso

• The effect of motivation and learning behaviour on student achievement

  Citation: 75

  Authors: Moses Kopong, Mbing Maria

• Getting the picture and changing the picture: visualmethodologies and educational research in South Africa

  Citation: 70

  Authors: Claudia

• Understanding and addressing homophobia in schools: a view from teachers

  Citation: 67

  Authors: Deevia

• Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa

  Citation: 66

  Authors: Umesh, Manzini