Studies in Continuing Education

Studies in Continuing Education is published by Taylor & Francis and is in Zone 3 of Education in the CAS Journal Ranking (2025 upgraded edition). By OpenAlex counts of its recent articles, its largest topics are Innovative Education and Learning Practices, Higher Education Learning Practices and Higher Education and Employability, together about 31.2% of its articles. Its main subfields are Education. (generated from OpenAlex topic counts and CAS ranking data)

Studies in Continuing Education is a scholarly journal concerned with all aspects of continuing, professional and lifelong learning. It aims to be of special interest to those involved in: Learning and work – learning in workplaces, learning for work Continuing professional education / professional development Learning beyond educational institutions Training and development and human resource development Adults learning Higher education for professional formation Research education Papers published in Studies in Continuing Education aim to address scholars outside the specific context of application. This might involve use of theory, use of literature beyond immediate profession or context. The editors (David Boud and Nick Hopwood) have made a short video explaining some of the key points and common pitfalls, which you can watch through this link. Papers from all countries are welcome. They should be written in ways that are accessible to an international audience, and speak to issues of international relevance, even if the study on which they are based is located in one country. Studies in Continuing Education publishes empirical papers, but also conceptual work, reflections on theory and practice. Papers published will draw on a range of methodologies and will represent diverse theoretical approaches. They may apply concepts from other areas to the field of continuing education, or develop/propose new concepts or theoretical frameworks. Accounts of innovations that make a contribution to wider field of continuing education are welcome, but these must be conceptualised and be well-located in the literature. Papers which are primarily evaluations of programs are not encouraged. Critical reviews of issues in the field are particularly sought. All papers in Studies in Continuing Education will have undergone rigorous double-anonymized peer review, based on initial editor screening and anonymised refereeing by at least two independent expert referees. Disclaimer

From the journal's Aims & Scope

Research area (LetPub): EDUCATION & EDUCATIONAL RESEARCH

Editor-in-chief Henrika AnttilaPublisher website

Editorial board by country: none in mainland China; most named United Kingdom 1, Australia 1, Finland 1 (3 members with a country) Editorial board ↗Publisher website · 2026-09-30

CAS Journal Ranking

JCR / CiteScore quartiles on the journal's website

• JCR Q2 · best quartile · 2025
• CiteScore Q1 · 2025

Publisher-reported: JCR figures are Clarivate's and CiteScore figures Scopus's to confirm; both are a different system from the CAS zones.Publisher website

Database indexing

SSCIScopusLetPub

International journal early-warning lists: not listed in any editionLetPub

Indexing the journal's website claims

ERICPublisher website

Other: EBSCO, OCLC, Academic Search, EBSCO Online, EBSCO CD Rom Database, Educational Research Abstracts online (ERA), Australian Education Index (Online), Cabell's, Database of Research on International Education, EdResearch Online, Education Research Index, Research into Higher Education Abstracts, Studies on Women and Gender Abstracts, Swets Information Services, Thomson Gale (Gale Group)

As the journal's website lists them, not checked against each database; for Web of Science editions the records above apply.

Editions, and major and minor categories, are shown separately and never merged into one zone; check which edition your institution uses before you submit or report.

Impact

Impact factor

1.84LetPub · 2026-09-13

Impact factor (publisher) 2025

1.9Publisher website · 2026-09-30

5-year impact factor (publisher) 2025

2.4Publisher website · 2026-09-30

CiteScore 2026-06

5.4LetPub · 2026-09-13

CiteScore (publisher) 2025

5.4Publisher website · 2026-09-30

SJR 2026-06

0.76LetPub · 2026-09-13

SJR (publisher) 2025

0.76Publisher website · 2026-09-30

SNIP 2026-06

1.56LetPub · 2026-09-13

SNIP (publisher) 2025

1.56Publisher website · 2026-09-30

h-index

69OpenAlex · 2026-10-01

i10-index

442OpenAlex · 2026-10-01

2-year mean citedness

2.66OpenAlex · 2026-10-01

Self-citation rate

10.5%LetPub · 2026-09-13

Share of gold OA articles

32.39%LetPub · 2026-09-13

Volume

Articles per year

21LetPub · 2026-09-13

Downloads per year (publisher)

150,000Publisher website · 2026-09-30

Sources count differently and were observed at different times, so each source's own value is kept; "publisher" marks figures from the journal's website.

Other sources

Acceptance rate (publisher)

9%Publisher website · 2026-09-30

Submission to first decision

80 daysPublisher website · 2026-09-30

First decision after review

101 daysPublisher website · 2026-09-30

Acceptance to publication

11 daysPublisher website · 2026-09-30

Peer review

Double anonymous peer reviewPublisher website

Community reports come from authors' own submissions (confidence 0.5) and are not a promise from the journal; for publisher figures, the journal's own definitions apply.

A hybrid journal charges the APC only when the author chooses open access; publishing under the subscription model is usually free.

The journal's website is authoritative for fees; sources were observed at different times and each keeps its own value, without averaging.

Excerpts are quoted from the journal's website; "model summary" lines are written by Workers AI and checked against the text. The journal's website is authoritative.

Publisher

Taylor & Francis

ISSN

0158-037X

Electronic ISSN

1470-126X

Latest issue on the website

Volume 48, Issue 2 (2026)

Official links

• Journal homepage ↗LetPub
• Submission system ↗Publisher website
• Special issues ↗Publisher website