Open Journals in Education (OJED) publishes high quality peer reviewed, open access journals based at research universities. OJED uses the Open Journal System (OJS) platform, where readers can browse by subject, drill down to journal level to find the aims, scope, and editorial board for each individual title, as well as search back issues. None of the OJED journals charge fees to individual authors thanks to the generous support of our institutional sponsors.
OJED journals are required to be indexed in major academic databases to ensure quality and maximize article discoverability and citation. Journals follow best practices on publication ethics outlined in the COPE Code of Conduct. Journals work to ensure timely decisions after initial submission, as well as prompt publication online if a manuscript is accepted for publication. OJED journals benefit from the editorial, production, and marketing expertise of our team of volunteers.
Upon publication articles are immediately and freely available to anyone, anywhere, at any time. All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License. All articles are permanently available online. The final version of articles may be posted to an institutional repository or to the author's own website as long as the article includes a link back to the original article posted on OJED.
The Journal of International Students (JIS) is a quarterly peer-reviewed publication on international education (Print ISSN 2162-3104 & Online ISSN 2166-3750). The journal publishes research realted to international students, student mobility, education abroad, and international education. We publish research on international students in secondary and tertiary education institutions, as well as displaced, migrant, and other immigrant student populations, including refugees, DACA holders, temporary protected status, and undocumented minorities. We also publish research on international faculty, teaching assistants, and postdoctoral researchers.
The Critical Internationalization Studies Review (CISR) (ISSN: 2832-3211) is an open-access annual publication that compiles the essays published monthly in the Critical Internationalization Studies (CIS) Network Newsletter.
Our goals with the CIS Newsletter, and the subsequent compilation on the CISR, are threefold.
- First, we aim to provide the Network members with short summaries of recent research in the field that reimagines dominant patterns of relationship, representation, and resource distribution in the internationalization of education.
- Second, we aim to connect critical research with internationalization in practice, thus providing a venue for collaboration and the exchange of ideas between these two all-too-often disconnected worlds.
- Third, we aim to provide a venue for critical scholarly perspectives of internationalization that speak to fresh approaches to internationalization research and practice.
We encourage contributions that take a critical approach to the exploration of internationalization to deepen and complexify the academic conversation, stay apprised of relevant scholarship, and think about the ways in which we can translate our research to different audiences.
We currently accept submissions of three types: Research Briefs, Practitioner Briefs, and Critical Voices pieces, which serve as scholarly-informed opinion pieces. More information about these submission types can be found under Submissions.
The Journal of Comparative & International Higher Education (JCIHE) is the official journal of the Comparative and International Education Society's (CIES) Higher Education Special Interest Group (HESIG). HESIG supports development, analysis, and dissemination of theory-, policy-, and practice-related issues that influence higher education. Accordingly, JCIHE (Print ISSN 2151-0393 & Online ISSN 2151-0407) publishes work from the complementary fields of comparative, international, and development education addressing these issues. It is indexed in major academic databases to maximize article discoverability and citation (Google Scholar H5 index: 4 ; H5 Median: 7).
The Journal of Trauma Studies in Education (JTSE) is an online open-access academic peer-reviewed journal dedicated to the generation of knowledge regarding mental health and well-being, with a focus on the impact of traumatic stress within the context of Pre K-12 and postsecondary education.
Higher Education Politics and Economics is an academic, interdisciplinary, peer-reviewed journal on higher education featuring research from a range of perspectives, including education finance, political science, social science, policy, and law to critically examine dynamics in the nexus of social, political, and economic forces shaping major changes in higher education in the US and around the world (Print ISSN 2577-7270 & Online ISSN 2577-7289).
The Journal of Underrepresented & Minority Progress (JUMP) is a refereed interdisciplinary publication (Print ISSN 2574-3465 & Online ISSN 2574-3481) dedicated to the educational, economic, and social progress of minority and underrepresented communities around the world. JUMP strives to provide space for a meaningful, intentional, and actionable scholarship that aims to advance social justice.
The Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) is published bi-annually by the Center for Excellence in Education at Arkansas State University. JISE publishes interdisciplinary and multidisciplinary theoretical and empirically based-research articles and book reviews related to all aspects of teaching and learning in K-12 and Higher Education. The journal serves as an intellectual platform for the research community.
The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online & ISSN: 2470-8496, print) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 (primary and secondary) school administration and leadership. JSARD publishes scholarly articles on topics pertinent to school leaders, such as innovative practices and/or programs, professional development, hiring practices, leadership principles, equity issues, improving student achievement, and assessment and grading.
The International Journal of Multidisciplinary Perspectives in Higher Education (Print ISSN 2474-2546 & Online ISSN 2474-2554) is a scholarly publication that seeks to create conversations about education, especially policy, practice, and research of teaching, among scholars across the academic disciplines and across national and cultural borders. Behind this rigorously peer-reviewed journal is a vision that defines scholarship – its function, process, and view of quality – differently. We strive to foster a community of educators who need and value access, equity, and interaction across borders in educational conversation.
The STAR Scholar book series seeks to explore new ideas and best practices related to international student mobility, study abroad, exchange programs, student affairs from the US and around the world, and from a wide range of academic fields, including student affairs, international education, and cultural studies. Many titles are published by Routledge and other university presses.