About the journal
Saberes Educativos is an open-access journal published by Universidad de Chile in Chile, publishing in spanish. It is listed in DOAJ according to the sources read. Declared review time at DOAJ: 24 weeks. Facts are reproduced as recorded at their sources with their capture dates; PublishLens indicators are available after sign-in.
Basic facts
- Publisher
- Universidad de Chile
- ISSN
- 2452-5014
- Country
- Chile
- Languages
- spanish
- Access
- Open access
- Articles in DOAJ
- 55
- Declared review time
- 24 weeks
- Declared peer-review model
- double_blind
- Official website
- https://sabereseducativos.uchile.cl/index.php/RSED/index
Index listings
- DOAJ · 2020-10-23
- Indexing
- DOAJ
- APC
- —
- Declared review time (DOAJ)
- 24 weeks — journal-declared only (not measured)
- Activity (OpenAlex)
- Active — latest works 2025
- PublishLens list status
- Shown after sign-in
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- Choose your university and rank below ↓
Methodology signals (dated facts from their sources)
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Descriptive metadata from public sources (DOAJ, OpenAlex, PubMed) as of the capture date shown — contains no assessment or judgment.
Articles in DOAJ
55
Most recent article
6 years ago
Average review time (journal-declared via DOAJ)
24weeks
Works in OpenAlex
351
Last recorded publication year
2025
h-index
10
i10-index
10
From OpenAlex open data (CC0).
Editorial & policy10
- Last DOAJ review date
- 2020-10-23
- Added to DOAJ
- 2020-10-23
- Declared plagiarism screening
- Declared
- Other fees beyond APC
- No
- Editorial board
- Official page ↗
- Norwegian register (HK-dir)— 2026
- Level 1 — approved scholarly channel
- Open references deposited at Crossref
- 0%
- ORCID iDs in current deposits
- 89%
- Enrolled in Crossref Similarity Check
- ✓
- Peer-review policy
- View policy
Identity & continuity1
- Source type
- journal
Classification4
Subjects (DOAJ)
LCC codes
Subject areas
- Education and Teacher Training
- Education and Teacher Training
- Educational Innovations and Technology
- Educational Innovations and Technology
- Education Pedagogy and Practices
- Education Pedagogy and Practices
- Educational Practices and Policies
- Educational Practices and Policies
Show all subjects (50)
- E-Learning and Knowledge Management
- E-Learning and Knowledge Management
- Education in Rural Contexts
- Education in Rural Contexts
- Rural and Ethnic Education
- Rural and Ethnic Education
- Higher Education Teaching and Evaluation
- Higher Education Teaching and Evaluation
- Historical Education and Society
- Historical Education and Society
- Health, Education, and Aging
- Inclusive Education and Diversity
- Education and Digital Technologies
- Education and Digital Technologies
- Inclusive Education and Diversity
- Health, Education, and Aging
- Educational and Organizational Development
- Educational and Organizational Development
- Social and Political Issues
- Social Sciences and Policies
- Corporeality, Perception, and Education
- Social Sciences and Policies
- Corporeality, Perception, and Education
- Education during COVID-19 pandemic
- Education during COVID-19 pandemic
- Linguistics and Education Research
- History, Culture, and Society
- Science and Education Research
- Linguistics and Education Research
- History, Culture, and Society
- Science and Education Research
- Social and Political Issues
- Species Distribution and Climate Change
- Species Distribution and Climate Change
- Gender and Feminist Studies
- Educational Outcomes and Influences
- Social Skills and Education
- Educational Research and Science Teaching
- Educational Research and Science Teaching
- Social Skills and Education
- Educational Outcomes and Influences
- Gender and Feminist Studies
Keywords (DOAJ)
- teacher professional development
- education
- pedagogy
- schools
- teachers
Community confirmations — what users saw in MJL or Scopus Sources; not platform verification and never part of any score.
The journal's record in other sources:Web of Science MJLDOAJ