About the Journal

Transnational Education Review (TER) is an international peer-reviewed Open Access journal facilitating scholarly exchange  on education and cross border implications, practices and policies involving researchers, policy makers, practitioners, agents, donors, families and students as key stakeholders. The Journal welcomes all contributions on education in broadest meaning. At the same time, contributions focusing on transnational education and international dimension are particularly encouraged. Transnational education is defined by UNESCO and CoE as "all types of higher education study programmes, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based. Such programmes may belong to the education system of a State different from the State in which it operates, or may operate independently of any national education system." With the long lasting impact of COVID-19 pandemic, transnational education, especially in open and distance learning is likely to gain more importance. TNE has been important revenue stream for institutions in many countries including the UK while many other countries are ambitious about it. Therefore, Transnational Education Review encourages contributions on policy and governance aspects not restricted to the soft power and influence but also on development and international cooperation.

Transnational Education Review is an Open Access publication, allowing users to freely access, download, copy, distribute, print, search, or link to full-text articles for any lawful purpose without requiring permission from the publisher or author. 

Abbreviation: Trans. Ed. Rev.   --   Founded in 2021  --  ISSN: 2753-8656 (Print)  --   ISSN: 2753-8664 (Online)

Abstracting and Indexing

Transnational Education Review is indexed and abstracted in:

  • Central and Eastern European Online Library (CEEOL)

Peer Review Process

Transnational Education Review follows a double blind peer review policy. Articles submitted to the journal are screened by the editorial team and then, if appropriate, sent to two reviewers. Finally, in the light of reviewer comments, the editorial team reaches a decision about publication. This decision is final.

Research Articles, Letters, Brief Communications, Case Studies, Reports, Analysis, Reviews, and Viewpoints are peer-reviewed. All forms of published correction may also be peer-reviewed at the discretion of the editors. Other contributions are not usually peer-reviewed. 

All submitted manuscripts are read by our editorial staff. Only those papers that seem most likely to meet our editorial criteria are sent to reviewers. Those papers judged by the editors to be of insufficient general interest or otherwise inappropriate are desk rejected without external review. Manuscripts judged to be of potential interest to our readership are sent to two or more reviewers. The editors then make a decision based on the reviewers' advice.

Reviewers are welcome to recommend a particular course of action, but they should bear in mind that the other reviewers of a particular paper may have different technical expertise and/or views, and the editors may have to make a decision based on conflicting advice. The most useful reports, therefore, provide the editors with the information on which a decision should be based. Setting out the arguments for and against publication is often more helpful to the editors than a direct recommendation one way or the other.

Our editors evaluate the strength of the arguments raised by reviewers and by the authors, and may also consider other information not available to either party. Our primary responsibilities are to our readers and to the scientific community at large, and in deciding how best to serve them, we must weigh the claims of each paper against the many others also under consideration. Reviewers' criticisms are taken seriously, particularly the technical criticisms.

Transnational Education Review follows the rules of publication ethics to ensure academic objectivity and rigour of the journal.

Publication Frequency

Transnational Education Review is published twice a year in May and November.

Code of Conduct and Publishing Ethics

Transnational Press London is committed to maintaining the publication ethics standards. We, therefore, ask that all contributors and reviewers adhere to publishing ethics. Further guidance can be found through  Transnational Press London Publishing Ethics Policy which closely follows the COPE guidelines.

Open Access Policy

Transnational Education Review is an open-access publication, allowing users to freely access, download, copy, distribute, print, search, or link to full-text articles for any lawful purpose without requiring permission from the publisher or author. 

Article Processing Charges

Open Access Article Processing Fee for Transnational Education Review is £0. 



Creative Commons License

The works published in this journal are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors of articles published in this journal retain the copyright and full publishing rights without restrictions.

This journal allows all versions to be deposited in an institutional or other repository of the author’s choice without embargo.

This journal is included in PKP Preservation Network archives:



Journal History

Transnational Education Review was launched in 2023 as a double and blind peer-reviewed journal supported by an international editorial board.

Copyright © 2022-2024 Transnational Education Review / Transnational Press London | All rights reserved.