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Revista Cátedra

Universidad Central del Ecuador · Ecuador

eISSN2631-2875

✓ DOAJ✓ Open Access

/ 100

High Risk

Score Breakdown

✓ DOAJ Verified+15

Total15

Aims & Scope

Las bases teóricas de las Ciencias de la Educación en sus diferentes especialidades y niveles del sistema educativo. Se priorizarán los trabajos que describan experiencias pedagógicas, didácticas empleadas, procesos de innovación, y sus relaciones con las nuevas tecnologías educativas.

General Information

Country / RegionEcuador

Primary LanguageSpanish, English

1st Year Published—

FrequencySemestral

StatusActive

Total Publications—

Publisher OrgCentral University of Ecuador

Visit Journal Website

Submission Info

Peer ReviewDouble anonymous peer review

Review Time—

Acceptance Rate—

OA LicenseCC BY-NC-ND

OA Rate—

Ethics & Quality

COPE Member✗ No

OASPA Member✗ No

Not on Predatory Lists✓ Yes

Plagiarism Detection✓ Yes

Think.Check.Submit Compliance

thinkchecksubmit.org

9/12 · 75%

✅

Do you know the journal / publisher?

Universidad Central del Ecuador

✅

Does the journal have a website?

✓ Linked

✅

Is the ISSN verified?

2631-2875

✅

Indexed in a trusted database?

DOAJ

✅

Peer review process documented?

Double anonymous peer review

❌

Follows ethical publishing standards (COPE)?

N/A

❌

APC fees clearly disclosed?

N/A

✅

Not on predatory/blacklists?

✓ Clean

❌

Long-term digital preservation?

N/A

✅

Plagiarism detection in place?

Yes

✅

Listed in DOAJ (verified OA)?

DOAJ verified

✅

Primary language documented?

Spanish, English

Based on the Think.Check.Submit framework by DOAJ, COPE & OASPA. All data from verified open sources.

Subject Classification

Research Topics (OpenAlex)

Educational Innovations and TechnologyEducation and Teacher TrainingE-Learning and Knowledge ManagementBusiness, Innovation, and EconomyEducational Research and Science TeachingEducational Methods and Psychological StudiesEducational Outcomes and InfluencesEducational and Organizational DevelopmentDigital literacy in educationLiteracy and Educational Practices