The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; and letters in which criticism is given of articles that appeared in this Journal.

Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee.

Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.

SAJE is ISI accredited (in the Social Sciences Citation index), with an impact Factor is 0.560 (in 2015). 

Other websites related to this journal: and

Published: 2024-01-29

Child rights education in Serbian schools

Jelena Stamatović, Snežana Marinković, Jelena Žunić Cicvarić

Single parenting and students’ academic performance

Magdaline Agbu Abe Hiko, Ayhan Cakici Es, Engin Baysen

School infrastructure challenges in South Africa: Experiences of high school principals and teachers

Mathelela Steyn Mokgwathi, Marien Alet Graham, Johannes Jozua Rian de Villiers

Teacher voice: A balancing act?

Bernice Badal, Saloshna Vandeyar
View All Issues

Journal Identifiers

eISSN: 2076-3433
print ISSN: 0256-0100