SCIESCOPUSQ2
Pedagogies
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, United Kingdom
Pedagogies is an academic journal published by ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD (United Kingdom). Identifiers: ISSN 1554-480X, eISSN 1554-4818. Indexed in SCIE, SCOPUS. Metrics: JIF 1.3, CiteScore 2.2, SJR 0.386, SNIP 0.71. Subject areas: EDUCATION & EDUCATIONAL RESEARCH. tlooto lists 67 papers from this journal.
CiteScore
2.20
Scopus citation metric
SJR
0.386
SCImago rank
SNIP
0.71
Source normalized impact
Percentage rank
-
JIF percentile rank
Journal profile
- ISSN
- 1554-480X
- eISSN
- 1554-4818
- Abbreviation
- PEDAGOGIES
- Publisher
- ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
- Country
- United Kingdom
Web of Science categories
No Web of Science category data available.
Scopus ASJC categories
3304 Education
Papers in this journal
Recent papers
- Soundscapes, embodiment, and multimodal creativity: investigating the impact of auditory stimuli on second-language narrative expression
2026
- Multiliteracies, translanguaging and digital literacy in higher education: exploring the role of generative artificial intelligence
2026 · 1 citations
- Perceptions of education teachers on Allied Health Professionals working in special schools within Northern Ireland
2026
- Cultivating engineering thinking through design-based learning: student engagement in Chinese undergraduate engineering classrooms
2026
- Language education in early years transition: a case study of a multilingual immigrant child
2026
Most cited papers
- Students’ perceptions of multiliteracies development using AI-assisted portfolio assessment
2026 · 11 citations
- Gen AI-assisted multimodal meaning Design: exercising a pedagogic metalanguage of transposition
2026 · 7 citations
- Problematizing and addressing equity issues in multiliteracies and the use of generative AI: why critical ethical literacy matters
2026 · 7 citations
- Digital plastic: a metaphorical framework for Critical AI Literacy in the multiliteracies era
2026 · 6 citations
- Reflexive AI literacies: conceptualizing a model for learners’ critical engagement with generative AI
2026 · 6 citations