Southern African Journal of Environmental Education

Aims & Scope

SAJEE aims to publish and report on a wide range of aspects relating to Environmental Education, Ethics and Action in southern Africa and elsewhere, with a strong focus on research.

The journal seeks to further the academic study and the practice of environmental education by providing a forum for researchers, scholars, practitioners and policy makers, and aims to carry papers reflecting the diversity of environmental education practice in southern Africa.

It includes a variety of research genres; conference reviews and keynote papers; comparative studies; retrospective analyses of activities or trends in a particular field; commentaries on policy issues; and critical reviews of environmental education, ethics and action in a particular country or context.

The journal actively seeks out international dialogue in order to provide perspective on and for environmental education in southern Africa.

Providing southern African and other authors with a forum for debate and professional development, it also incorporates an author support programme to encourage new authors in the field to establish themselves as scholarly writers.

The journal is committed to ensuring highest levels of scientific integrity.

The SAJEE Editors subscribe the Academy of Science of South Africa's Code of Best Practice in Scholary Journal Publishing, Editing and Peer Review.

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 Earth and Planetary Sciences and 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

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 Earth and Planetary Sciences and 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.

• TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal

  Citation: 13

  Authors: Simon, Jo-Anna

• Wildlife and Indigenous Communities in Kenya: The influence of conservation education in supporting co-existence between wildlife and a Maasai community

  Citation: 4

  Authors: Georgina, Kennedy, Peter, Joshua

• Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 36)

  Citation: 3

  Authors: Carol

• TVET SI: Designing the Future - Youth innovation, informality and transformed VET

  Citation: 2

  Authors: David, Sidney, Irine, Scovia

• TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal

  Citation: 2

  Authors: Simon, Jo-Anna

• A review of Teaching and Learning for Change: Education and Sustainability in South Africa Edited by Ingrid Schudel, Zintle Songqwaru, Sirkka Tshiningayamwe and Heila Lotz-Sisitka

  Citation: 1

  Authors: Anna Katharine

• TVET SI: Renewable Energy Technologies: How technical curricula could enable a brighter future

  Citation: 1

  Authors: Christine, Shairn

• Towards an Understanding of Eco-Justice and its Related Principles and Interventions that can Advance Environmental Justice

  Citation: 1

  Authors: Sandhya, Raisuyah

• An Enlightened Common Sense Approach to Environmental Education, with Special Reference to Climate Change

  Citation: 1

  Authors: Leigh

• Transforming Education for Sustainable Futures: Intersecting dynamics of food, water, livelihoods and education in the COVID-19 pandemic

  Citation: 1

  Authors: Kgosietsile, Heila, Injairu, Lwanda, Anna, Gibson, Phila, Esthery