The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum, pedagogy and assessment. Papers reporting empirical studies and theoretical analyses from a range of perspectives, including philosophical and historical, are welcome. The journal particularly welcomes papers that include attention to the implications for policy and practice that arise from theoretical and empirical work.

The journal makes a specialist contribution to knowledge related to the educational phases that impact on children from the early years to adulthood.

The Curriculum Journal received its first Journal Impact Factor in 2022 and its 2024 Journal Impact Factor is 1.7. The journal ranks 260/756 in the Education and Educational Research category, placing it in the second quartile. Its Journal Citation Indicator is 0.78 and its Citescore is 3.4.

The editorial team of the journal is as follows.

Editors
Gordon O. Ade-Ojo, University of Greenwich, UK
Carol Azumah Dennis, The Open University, UK

Associate Editors
Kason Ka Ching Cheung, The Education University of Hong Kong
Grace Healy, David Ross Education Trust, University College London, University of Oxford, UK
Alex Kumi-Yeboah, University at Albany, USA
Juhong Christie Liu, James Madison University, USA
Arlyne C. Marasigan, Philippine Normal University, Philippines
Claire Sinnema, University of Auckland, New Zealand
Ismail Özgür Zembat, University of Glasgow, UK

Book Reviews Editor
Paulette Johnson, The Open University, UK

Social Media Editor
Olivia Kelly, The Open University, UK

BERA Members should click on the ‘read this journal online’ button in the top-left corner of this page to use their free access to Curriculum Journal.

Click here for author guidelines, including instructions on how to submit. When you are ready to submit your article, please do so through this page. 

To request permission to reproduce material from Curriculum Journal please contact our publisher, Wiley.

Call for special issue proposals

The editors of the Curriculum Journal would like to publish a number of special issues during their tenure and are therefore seeking proposals from people interested in guest editing a special issue of the journal. For more information, click here.

Curriculum Journal Editors’ Choice Award 2025

The annual Curriculum Journal Editors’ Choice Award recognises the best papers published in the journal. The winning paper for the 2025 volume is:

• Nieminen, J. H., Atjonen, P., & Tolvanen, A. (2024). Diversity of assessment practices and student perceptions of assessment in Finland. The Curriculum Journal, 36(2), 216–235. https://doi.org/10.1002/curj.288

This paper was praised for its clear methodology, extensive data collection, and practical relevance with evident contribution to knowledge in curriculum research.

The editors also commend the following papers which were shortlisted for this year’s award:

• Dalton, L. J., Aukland, L., Lloyd-Newman, E., Buechner, H., McCall, A., & Rapa, E. (2025). Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students’ understanding of the early years in England. The Curriculum Journal, 36(1), 126–146. https://doi.org/10.1002/curj.270

• Mais-Thompson, E., Brown, B., & Paul, N. (2025). Unique practices in teaching affective learning in a higher education applied curriculum. The Curriculum Journal, 36(1), 180–199. https://doi.org/10.1002/curj.285

• Rushton, E. A. C., Dunlop, L., & Atkinson, L. (2025). Fostering teacher agency in school-based climate change education in England, UK. The Curriculum Journal, 36(1), 36–51. https://doi.org/10.1002/curj.253

• Schoots-Snijder, A. J. M., Tigelaar, E. H., & Admiraal, W. F. (2025). Curriculum guidelines for the development of student agency in secondary education: A systematic review. The Curriculum Journal, 36(4), 541–573. https://doi.org/10.1002/curj.318

Curriculum Journal Curriculum in Professional Practice forum

The March 2024 issue of the Curriculum Journal featured the inaugural Curriculum in Professional Practice forum. The forum provides a dedicated space for rigorous dialogue that engages professionals and active researchers with contemporary curriculum theory and debates. In doing so, it contributes to the aims of the journal by placing curriculum at the heart of educational discourse and practice. The journal recognises the diverse roles professionals play in curriculum research and practice, and the multifaceted identities that those who engage with curricular issues hold.

The forum launched with two article formats: Perspectives and reflections and Curriculum dialogue. Perspectives and reflections articles are designed to allow authors to share their professional insights on specific curriculum issues. These articles may also be given in response to a particular special issue or article. Curriculum dialogue articles enable a written interchange between authors on a curriculum-related area of research and practice. The Curriculum in Professional Practice forum will be a recurring feature within each issue of the Curriculum Journal. The editors warmly welcome proposals for future Perspectives and reflection and Curriculum dialogue articles. Full author guidelines and proposal forms can be found on the journal’s website.