Teaching in Higher Education
Leading citation impact metric from Clarivate Journal Citation Reports
90 papers with at least that number of citations each
State Council for Professorship (HĐGSNN) Scoring
Quyết định số 26/QĐ-HĐGSNN ngày 11/7/2025 (Mục quốc tế)
HĐGSNN Score History
By article publication year| Year | Max Score | Evaluation Details | Source |
|---|---|---|---|
| 2026 | 2.50đ | WoS Q1 có IF ≥ 3.0(IF: 3.9) | 🔵 Computed |
| 2025 | 2.00đ | WoS Q1(IF: 2.4) | 🔵 Computed |
| 2024 | 2.00đ | WoS Q1(IF: 2.4) | 🔵 Computed |
| 2023 | 2.00đ | WoS Q1(IF: 2.6) | 🔵 Computed |
| 2022 | 2.00đ | WoS Q1(IF: 2.75) | 🔵 Computed |
Note: Domestic journal scores are officially collected from annual HĐGSNN decisions across councils. International journal scores are dynamically computed according to Decision 26/QĐ-HĐGSNN based on quartile and citation metrics in the publication year.
Aims & Scope
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.
SCImago & Scopus Journal Intelligence
Global SCImago ranking, SJR prestige index, Scopus coverage, and societal policy impact
Weighted prestige citation metric per document indexed in the Scopus database.
Measures cumulative publication volume and citation impact.
Average citations received per document published in the 2-year window.
Estimated Article Processing Charge for Open Access publication.
Scopus 3-Year Publication & Citation Window
Aggregated from Scopus database across the 3-year SJR evaluation window.
Societal Impact & Inclusivity (SCImago)
Citations in government and international policy documents
Percentage of female authors published in the journal
Real-world societal policy reach and author gender diversity tracked by SCImago.
Scopus Subject Categories
Chinese Academy of Sciences (CAS) Classification
Major / minor zone classification and CAS Early Warning List history
Publishing & Editorial Information
Detailed publisher, peer-review turnaround, and publication cycle specifications
WoS Categories & Quartiles
Detailed JCR / JCI category rankings and quartile breakdown from Clarivate
| Category | Index | Rank | Quartile |
|---|---|---|---|
EDUCATION & EDUCATIONAL RESEARCH | JCRSSCI | 79/760 | Q1 |
EDUCATION & EDUCATIONAL RESEARCH | JCISSCI | 93/762 | Q1 |
Annual Historical Statistics & Publications
Track annual publication volume, total citations, and Impact Factor evolution
| Year | Impact Factor | Articles / Year | Total Citations |
|---|---|---|---|
| 2026 | — | 105 | 36 |
| 2025 | 2.4 | 112 | 292 |
| 2024 | 2.4 | 94 | 650 |
| 2023 | 2.6 | 98 | 920 |
| 2022 | 2.75 | 102 | 1,294 |
| 2021 | — | 137 | 3,348 |
| 2020 | — | 110 | 5,093 |
| 2019 | — | 99 | 2,835 |
| 2018 | — | 82 | 2,911 |
| 2017 | — | 75 | 3,487 |
| 2016 | — | 87 | 3,444 |
| 2015 | — | 63 | 2,487 |
Journal Metrics & Citation Visualizations
Impact Factor Trend (2018–2024)
Clarivate IF trend for Teaching in Higher Education
Total Cites vs Self-Cites
Evaluation of scholarly independence and citation reach
Citations per Document
Citation metric windows across 2, 3, and 4 years
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