Frontiers reaches 6.4 on Journal Impact Factors
The aim of Frontiers in Education is to provide an international, scholarly forum for discussion of research-based approaches to education – particularly to PreK-16 education that leads to the flourishing of all human beings. Education is perhaps the most important human right. Not only is an intellectually stimulating education necessary for the happiness and wellbeing of the individual, it is also necessary for the progressive, democratic future of every society.
As a field, Education faces multiple challenges and opportunities that are contextually specific to each setting. Students and instructors can face discrimination and limited access to opportunities based on individual markers such as race, gender, socio-economic status, language, LGBTQIA issues, religious affiliation, and cognitive and/or physical ability and so on. State and regional conditions of violence and political conflict profoundly affect education. In addition, schools and colleges frequently struggle to provide adequate resources to support their mission. In some settings, educators are grappling with well-intentioned, though narrowly-conceived, accountability measures and other policy mechanisms that may actually inhibit student learning. No state or region across the globe is fully satisfied with its education system regardless of how the aims of education are defined. There is a universal effort to improve educational outcomes that are more aligned to life in the 21st century. As an open-access, peer-reviewed journal, Frontiers in Education has a wide, global reach. Articles are intended to provide the entire education community with new understanding and offer insights informed by sound theoretical frameworks and evidence-based inquiry.
The journal encourages all philosophical points of view, grounded primarily in well-designed empirical research, utilizing a variety of methodologies. Interdisciplinary or multidisciplinary work is welcome. Cross-cultural and/or cross-national studies that contribute to new knowledge are highly desirable. In addition to critique, the journal seeks innovative thinking around new and promising practices and policies in every setting.
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.