Academic Journal
Q2Education 3-13
About Education 3-13
Education 3-13 is a scholarly journal published by Routledge. SCImago 2025 lists it in Q2, with an SJR of 0.533 and H-index of 36.
Coverage: 1973-2026. Research categories: Education (Q2); Life-span and Life-course Studies (Q3).
Source-backed journal facts
Topics in published research
Early Childhood Education and Development; Teacher Education and Leadership Studies; Education Systems and Policy; Education and Technology Integration; Educator Training and Historical Pedagogy; Parental Involvement in Education.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Teaching for inclusion against the odds: inclusive pedagogy, adaptive expertise, and structural constraints in Malawian primary classrooms
Precious Nyoni, Bettie Mlongoti, Manirahari Philogene, Doreen N. Myrie et al.
2026-10-04 · DOI: 10.1080/03004279.2026.2743067Beyond academic performance: how children, parents, and teachers construct school readiness goals in China
Shilan Luo, Zhixin Meng
2026-09-30 · DOI: 10.1080/03004279.2026.2739300Shadow education in rural primary schooling in India: a longitudinal analysis of ASER reports, 2008–2024
Sachin Kumar, Poonam Pandita, Kiran Singh
2026-09-30 · DOI: 10.1080/03004279.2026.2740662Exploring students’ lived experiences in contextual play-Based learning: an interpretative phenomenological study of cultural literacy development in Indonesia
Rina Jayani, Hapidin, Elindra Yetti
2026-09-19 · DOI: 10.1080/03004279.2026.2735251Enacting the hybrid code: specialist and generalist teacher dynamics within Italy’s primary physical education reform
Ferdinando Cereda
2026-08-27 · DOI: 10.1080/03004279.2026.2723883Bridging the quality gap: A comparative analysis of early childhood care and education policy, pedagogical frameworks and child developmental outcomes
Chiranjibi Behera, Madhusmita Sahoo
2026-07-23 · DOI: 10.1080/03004279.2026.2706797Primary teachers’ perspectives on the core components of the learning process – perceived and overlooked elements in Estonian primary teaching
Kaidi Nurmik, I. Timoštšuk
2026-07-15 · DOI: 10.1080/03004279.2026.2701869Exploring sustainability in preschool education: teachers’ attitudes, professional development and school culture
Ilgım Özergun-Köse, Nagihan İmer-Çetin
2026-07-14 · DOI: 10.1080/03004279.2026.2701861Critical eco-existential pedagogy: how teachers cultivate ecological selfhood and critical ecological consciousness in Indonesia’s nature-based schools
Andi Nurfaidah P, Haryanto, Herwin, Hardiyanti Pratiwi et al.
2026-07-06 · DOI: 10.1080/03004279.2026.2699707On the margins of mainstream: a historical timeline of Irish Montessori education in the context of Irish primary curriculum
Clay Darcy, Jennifer Ridge
2026-06-24 · DOI: 10.1080/03004279.2026.2692711Children’s agency and the national curriculum: the promise of structured freedom
Mark Brundrett
2026-10-03 · DOI: 10.1080/03004279.2026.2689864Sustainability competencies of primary education students: the gender dimension and the correlation between knowledge, attitudes and skills
Gisela Cebrián, Sergi Martín-Arbós, Ana Inés Renta-Davids, Núria Monterde-Miralles et al.
2026-06-13 · DOI: 10.1080/03004279.2026.2687489Teachers as instructional leaders: examining the role of classroom leadership practices in enhancing student engagement
Alaa Aladini, Khalid Almashikhi, Faical Ben Khalifa
2026-06-02 · DOI: 10.1080/03004279.2026.2681605Shaping the foundations: a policy analysis of early childhood care and education in India (1947–2025)
Ratan Sarkar, Raj Madhu, Asit K. Mantry
2026-05-27 · DOI: 10.1080/03004279.2026.2675440Reclaiming agency in the early years: a close-to-practice study of outdoor play and risk
Rebekah Gear, Roanne Torr, Aaron Bradbury
2026-05-25 · DOI: 10.1080/03004279.2026.2678308Attitudes and approaches of polish early childhood teachers to digital tools in teaching
Aleksandra Kruszewska
2026-05-21 · DOI: 10.1080/03004279.2026.2675433Beyond the subject – exploring content decision-making of the Key Stage 1 history curriculum in England
Helen Crawford, Rebecca Harris
2026-05-20 · DOI: 10.1080/03004279.2026.2674984Making Persian visible: teachers’ visual-linguistic strategies for deaf literacy in Iranian elementary schools
Hessameddin Ghanbar, Yasamin Pourhemat Khanshir
2026-05-15 · DOI: 10.1080/03004279.2026.2672391Educators’ experiences when nurturing inclusion in Zimbabwean regular primary school classrooms for learners with Autism Spectrum Disorder
Christin Khumalo, Annah Dudu, Tawanda Majoko
2026-04-30 · DOI: 10.1080/03004279.2026.2660711Can chess improve mathematics achievement in primary schools? Evidence from a curriculum-based programme in Brazil
Gabriel Akira Andrade Okawati, Marcos Vinicio Wink Junior, Fernando Pozzobona, Hiury dos Santos da Silva et al.
2026-04-28 · DOI: 10.1080/03004279.2026.2661781Reviews
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Version History
October 4, 2026 at 9:16 pm
October 2, 2026