Frontiers reaches 6.4 on Journal Impact Factors
Frontiers in Education publishes rigorously peer-reviewed research featuring specialty areas including Leadership in Education, Special Educational Needs, and Assessment, Testing and Applied Measurement. Led by an outstanding Editorial Board of international experts, this multidisciplinary open-access journal is at the forefront of disseminating and communicating knowledge and impactful discoveries to educators, academics, policy makers and the public worldwide.
Launched in 2016, the journal and its Specialty Sections foster interdisciplinary work as well as fairness, transparency, and objectivity in the review process. Frontiers in Education welcomes a range of article types including Original Research, Hypothesis & Theory, Evaluation, Perspective, Book Reviews, and Curriculum, Instruction & Pedagogy.
Current Specialty Sections include:
Frontiers welcomes research articles on these themes and beyond.
There are a number of ways in which you might consider contributing to the journal, such as:
Frontiers in Education is a member of the Committee on Publication Ethics.
Short Name: Front. Educ.
Electronic ISSN: 2504-284X
Indexed in: Google Scholar, DOAJ, CrossRef, CLOCKSS
PMCID: coming soon for all published articles
Frontiers in Education is composed of the following Specialty Sections:
The specialty sections of Frontiers in Education welcome submission of the following article types: Book Review, Brief Research Report, Conceptual Analysis, Correction, Data Report, Editorial, General Commentary, Hypothesis and Theory, Methods, Mini Review, Opinion, Original Research, Perspective, Policy and Practice Reviews, Protocols, Review, Systematic Review, Technology Report, Code, Specialty Grand Challenge, Empirical Study, Evaluation, Policy Brief, Curriculum, Instruction and and Pedagogy.
When submitting a manuscript to Frontiers in Education, authors must submit the material directly to one of the specialty sections. Manuscripts are peer-reviewed by the Associate and Review Editors of the respective specialty section.
Articles published in the specialty sections above will benefit from the Frontiers impact and tiering system after online publication. Authors of published original research with the highest impact, as judged democratically by the readers, will be invited by the Chief Editor to write a Frontiers Focused Review - a tier-climbing article. This is referred to as "democratic tiering". The author selection is based on article impact analytics of original research published in the Frontiers specialty journals and sections. Focused Reviews are centered on the original discovery, place it into a broader context, and aim to address the wider community across all of Education.