International Journal of Higher Education
International Journal of Higher Education (ISSN 1927-6044 E-ISSN 1927-6052) aims to foster interdisciplinary dialogue and promote evidence-based solutions to the challenges facing higher education institutions worldwide. By providing a global perspective, the journal seeks to inform policy, enhance practice, and contribute to the ongoing evolution of higher education in the 21st century.
International Journal of Higher Education (IJHE) welcomes original research articles, reviews, case studies, and theoretical papers that address a wide range of topics within the field of higher education, including but not limited to:
- Teaching and Learning Innovations: Pedagogical approaches, curriculum design, technology-enhanced learning, and student-centered methodologies.
- Institutional Development: Leadership, governance, policy-making, and strategic planning in higher education institutions.
- Student Experience: Student engagement, retention, diversity, equity, inclusion, and support services.
- Globalization and Internationalization: Cross-border education, international collaborations, and the impact of globalization on higher education.
- Quality Assurance and Accreditation: Standards, assessment, and accountability in higher education.
- Research and Scholarship: The role of research in higher education, academic publishing, and knowledge dissemination.
- Workforce Development: Alignment of higher education with labor market needs, employability, and skills development.
- Sustainability in Higher Education: Environmental, social, and economic sustainability initiatives within academic institutions.
- Emerging Trends: The impact of artificial intelligence, digital transformation, and other technological advancements on higher education.
The journal is published in both printed and online version. The online version is free access and download.
This journal accepts article submissions online or by e-mail (ijhe@sciedupress.com).
Information for International Journal of Higher Education (IJHE):
- Country of Publication: Canada
- Publisher: Sciedu Press
- ISSN (Print): 1927-6044
- E-ISSN (Online): 1927-6052
- Frequency: Bimonthly
- Publication Date: February, April, June, August, October, December
- Acceptance Rate: 39%
- Format: Print and Online
- Open Access: Yes
- Indexed: Yes
- Policy: Double-blind Peer-reviewed/Refereed
- Review Time: Four Weeks Approximately
- E-mail: ijhe@sciedupress.com
Manuscripts submitted to International Journal of Higher Education (IJHE) undergo an initial internal review to assess their suitability for the journal. If they meet the basic criteria, they are then subjected to a rigorous double-blind peer review process. This involves evaluation by experts in the field, who may be members of the editorial board or specially identified reviewers. Following the review, authors receive detailed comments from the external reviewers along with the journal's decision, which may be one of the following: acceptance, acceptance with revisions, revision and resubmission for further review, or rejection. The entire review process, from submission to decision, typically takes between 4 to 10 weeks. It is important to note that IJHE adheres strictly to a double-blind review system, ensuring the anonymity of both reviewers and authors throughout the process.
This journal accepts article submissions online or by e-mail (ijhe@sciedupress.com).
ABSTRACTING AND INDEXING:
- CNKI Scholar
- Educational Research Abstracts
- ERA
- ERIC (2014-2022)
- Elektronische Zeitschriftenbibliothek (EZB)
- Genamics JournalSeek
- GETIT@YALE(Yale University Library)
- Google Scholar
- Google(ScienceGate)
- Harvard Library E-Journals
- Index Copernicus
- LearnTechLib
- Lockss
- MIAR (ICDS=7.4)
- PKP Open Archives Harvester
- ProQuest
- Publons
- ResearchGate
- Scilit
- SHERPA/RoMEO
- Turkish Education Index(TEI)
- The Standard Periodical Directory
- UCR Library
Open Access Policy:
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Copyright Policy:
Copyrights for articles are retained by the authors, with first publication rights granted to the journal. Authors have rights to reuse, republish, archive, and distribute their own articles after publication. The journal/publisher is not responsible for subsequent uses of the work.
This journal is licensed under a Creative Commons Attribution 4.0 License.
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Statistics
2025Q3: Articles Received: 37; Accepted: 18; Rejected: 21; Published: 10; Retracted: 0
2025Q2: Articles Received: 33; Accepted: 18; Rejected: 16; Published: 13; Retracted: 0
2025Q1: Articles Received: 33; Accepted: 16; Rejected: 14; Published: 9; Retracted: 0
2024: Articles Received: 92; Accepted: 40; Rejected: 48; Published: 36; Retracted: 0
2023: Articles Received: 158; Accepted: 91; Rejected: 71; Published: 74; Retracted: 0
2022: Articles Received: 162; Accepted: 91; Rejected: 69; Published: 138; Retracted: 0
2021: Articles Received: 304; Accepted: 210; Rejected: 114; Published: 138; Retracted: 1
2020: Articles Received: 879; Accepted: 337; Rejected: 501; Published: 291; Retracted: 3
2019: Articles Received: 438; Accepted: 216; Rejected: 194; Published: 189; Retracted: 0
2018: Articles Received: 206; Accepted: 140; Rejected: 65; Published: 111; Retracted: 0
2017: Articles Received: 166; Accepted: 119; Rejected: 44; Published: 112; Retracted: 0
2016: Articles Received: 171; Accepted: 118; Rejected: 51; Published: 103; Retracted: 0
2015: Articles Received: 145; Accepted: 88; Rejected: 43; Published: 72; Retracted: 0
2014: Articles Received: 120; Accepted: 78; Rejected: 39; Published: 58; Retracted: 0
2013: Articles Received: 127; Accepted: 79; Rejected: 39; Published: 71; Retracted: 0
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Issues
- Vol. 14, No. 6 [In Progress]
- All Issues
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What is e-Version FirstTM
e-Version First is a feature offered through our journal platform. It allows PDF version of manuscripts that have been peer reviewed and accepted, to be hosted online prior to their inclusion in a final printed journal. Readers can freely access or cite the article. We aim to publish accepted manuscripts in e-Version First in two week's time after the final draft completed.
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Paper Selection and Publishing Process
a) Submission Acknowledgement
When you submit a manuscript online, you will receive a submission acknowledgement letter sent by the online system automatically. For email submission, the editor or editorial assistant sends an e-mail confirmation to the submission’s author within one to three working days. If you fail to receive this confirmation, please check your bulk email box or contact the editorial assistant by email: ijhe@sciedupress.com.
b) Basic Review
After receiving the submission, the editor or editorial assistant checks the paper’s scope, language, bibliography, references, ethics, conflict of interest, etc.. Next a check for the similarity rate is done using CrossCheck, powered by iThenticate. Any manuscripts out of the journal’s scope or containing plagiarism, including self-plagiarism, are rejected.
c) Peer Review
We use double-blind system for peer-review. The paper will be peer-reviewed by at least three experts; two reviewers from outside and one editorial staff from the journal typically involve in reviewing a submission. The review process may take 4-10 weeks.
d) Decision Is Made
The decision to accept or reject an article is made based on the scores provided by the reviewers on this paper. When the average score is ≥2.75/5, the paper would be accepted for publication. In most cases, authors are required to revise the paper according to the comments from the reviewers and editorial staffs. If differences of opinion occur between reviewers, the editor-in-chief will weigh all comments and arrive at a balanced decision based on all comments, or a second round of peer review may be initiated.
e) Notification of the Result of Review
The result of review will be sent to the corresponding author and forwarded to other authors.
f) Article Processing Charge Is Paid
If the submission is accepted, the authors revise paper and pay the Article Processing Charge (600.00USD).
g) Publication Notice
The authors and readers will be notified and invited to visit our website for the newly published articles.
Announcements
Message from the Editor-in-Chief Dr. Ingrid Harrington (Vol. 14, No. 5, October 2025) |
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Welcome to Volume 14, Issue 5 of the International Journal of Higher Education (IJHE). This latest issue arrives at a pivotal moment for higher education worldwide, as institutions grapple with profound challenges stemming from globalisation, digital transformation, equity imperatives, and evolving workforce demands. IJHE remains committed to bridging research, policy and practice — offering an international, interdisciplinary forum for scholarship on teaching, learning, leadership, strategy and innovation in higher education. In this issue, readers will find a compelling mix of empirical studies, critical reviews and theoretical contributions that address core themes such as student engagement, pedagogical innovation, institutional accountability and inclusive access. The articles span a diverse set of national and institutional contexts, reflecting the journal’s global scope and its emphasis on evidence-informed solutions to enduring and emergent issues. We are proud to present this issue with contributions and perspectives from the UK, Brazil, Egypt, Democratic Republic of Congo, Belgium, and Portugal. This issue has a strong focus on learner pedagogy, student and teacher experiences, and social, cultural, and economic influence on student retention and performance. Research in these areas provide interesting and informative reading, on how global educators continue with their core business of delivering relevant and meaningful education to their students. The first article by Valentine Matthews reports on a student and faculty evaluation of teaching project within a small Asian university, with the aim of exploring the relationship between students and faculty perceptions of teaching. It sought to establish faculty perception of fairer or collective mechanisms for evaluating teaching, learning, and curriculum course materials towards evaluating the faculty. The study reported small differences between scores from student evaluation and faculty self-evaluation of teaching. However, the findings from the qualitative comments provided more valuable policy arguments. The findings also indicated that half of the faculty agreed or strongly agreed with the use of SETs for student satisfaction or as a control tool. The next article by Vianna Jr and Enne identified the implementation and evaluation of an active learning strategy in an undergraduate Chemical Engineering course. The course was redesigned using a flipped classroom model, incorporating active-cooperative learning method. Their findings reported that integrating flipped learning with active-cooperative and hands-on activities can enhance student engagement and support deeper learning in challenging engineering subjects. Additionally, academic outcomes improved with a rise in the average final grade, and there was a significant reduction in failure and remediation rates, even amid rigorous summative assessments. The third article is from El-Neggar and Zayed that explored the relationship between psychological stress coping strategies and academic passion, as well as the extent to which these strategies contribute to predicting academic passion among university students. Their findings reported that students’ scores on the Psychological Stress Coping Strategies Scale significantly predicted their levels of academic passion. Based on this finding, a set of recommendations is proposed, and avenues for future research identified. The fourth article by Kapinga-Mutatayi et al., explores the psychometric properties and validity of the Approaches to Learning Questionnaire (ALQ) within a Belgian educational setting. By evaluating its structural integrity, reliability, and construct validity, the research aimed to assess the ALQ’s transferability and its potential as a robust instrument for measuring students’ learning approaches across diverse educational environments. Future recommendations for further research are identified. The fifth article by Biondo and colleagues examines the extent to which the Ranking Universitário Folha (RUF), Brazil’s most visible national ranking, aligns with the Berlin Principles on Ranking of Higher Education Institutions. Drawing on a longitudinal document analysis (2012–2024) and semi-structured interviews with higher education experts, the study evaluates RUF’s compliance with each of the 16 Berlin Principles, with special attention to Principle 3 concerning the recognition of institutional diversity. The findings reveal strong alignment in areas such as methodological transparency, data verifiability, and multi-criteria evaluation, but persistent misalignment in acknowledging institutional mission differentiation and social engagement—dimensions central to Brazil’s higher education ecosystem. The sixth article by Justino, Dias and Santos centers on the experiences of low-income students in Portuguese higher education, focusing on universities in peripheral regions, despite policies aimed at widening access since the 1980s, inequalities persist. The research examines whether families with greater social, cultural, and economic capital are disproportionately represented in higher education relative to their presence in Portuguese society. Their findings reveal the strong influence of socioeconomic background on access to higher education, underscoring the persistent selectivity and barriers faced by disadvantaged groups. We hope this curated collection inspires scholars, practitioners and policy-makers alike - equipping them with insights to navigate this era of change and to advance the quality, relevance and sustainability of higher education systems. As always, we hope you enjoyed learning from our international academic peers through their work published in this issue. We encourage you to contribute your research findings to the IJHE journal, so others in our readership may benefit from your professional research activities. Wishing you all the best with your work. |
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| Posted: 2024-01-20 | More... |
Call for Papers (December 2025 and February 2026)---International Journal of Higher Education |
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We are seeking submissions for forthcoming issues published in December 2025 and February 2026. The paper should be written in professional English. The length of 3000-8000 words is preferred. All manuscripts should be prepared in MS-Word format, and submitted online: http://ijhe.sciedupress.com or sent to: ijhe@sciedupress.com For any further information about the journal, please log on its website: http://ijhe.sciedupress.com | |