Aporia is an established undergraduate Philosophy journal that has been published by the University of St Andrews Philosophy Society since 2007. We publish top-quality work in analytic philosophy written by undergraduates from across the world. 

"Aporia" stands for philosophical puzzlement, and Plato's dialogues are called "aporetic" since they often end with the interlocutor finding himself confused about the meaning of a concept that he had previously thought he knew, like virtue or courage.

The journal is the official publication of the M.Litt. “Bible and the Contemporary World” programme at the University of St Andrews. As such, the journal addresses a number of themes that reflect important aspects of our contemporary world and about which various Christian traditions have something to say, as well as how social, political or cultural issues shape the way that Christians interpret their own tradition.

The Ethnographic Encounters Journal is a student-run academic journal affiliated with the Department of Social Anthropology at the University of St Andrews. Dedicated to showcasing the depth and breadth of student scholarship, we publish original ethnographic work that reflects the diverse research and perspectives from students within the department.

Established in 2012, Frames Cinema Journal is an annual, peer reviewed, online academic journal which aims to provide a space for trailblazing research by scholars of film, media and screen studies. 

By undergraduates for undergraduates, ordered towards the publication of open and explorative theological work, of both the narrative and academic forms.

The North Street Review is a peer-reviewed publication for original and innovative postgraduate scholarship in the field of art history. Founded as Inferno in 1994, and published as the St Andrews Journal of Art History and Museum Studies from 2009-2013, the North Street Review publishes essays representing the diverse approaches to all facets of art history both within the University of St. Andrews, the United Kingdom, and abroad.

The St Andrews Law Journal is a student led publication, our work comprising a variety of investigations into historic and contemporary matters within law and legal culture. We operate an editorial double-blind peer-review, and our published by the Institute of Legal and Constitutional Research, University of St Andrews. The Law Journal asks contributors to write an investigation of something they are genuinely interested in exploring, whether it be of academic or more casual focus, and placing that topic within a legal context: what are the laws governing the issue?; how has the evolution - or degradation - of this interest impacted the wider world, or demographics, specifically? Our editors are here to help guide contributors on elaborating on the pressing and passive legal considerations, doing so - we hope - will make law a more interesting and accessible subject for both our writers and readers.

Welcome to Syria Studies, the official online journal of the Centre for Syrian Studies (CSS) at the University of St. Andrews. Syria Studies is a peer reviewed and indexed journal that has previously been published in hard form. We are proud to include on our Board of Reviewers some of the most renowned authorities on Syria.

The aim of Syria Studies is to provide a space for scholars and students to publish work focused on the study of modern and contemporary Syria (history, politics, economy, & society). Given the interdisciplinary nature of Syria Studies, high-quality submissions from various academic and professional backgrounds are encouraged. -- Raymond Hinnebusch, Director of CSS

Theology in Scotland is a journal of theology which is general in scope, but which is rooted in the Scottish theological tradition. Founded in 1994, the journal is published in print and online twice a year, in spring and autumn.

The journal  publishes articles and book reviews from authors from across the theological spectrum, and particularly welcomes submissions which focus on aspects of Scottish theology. To date, contributions have included: studies of the work of prominent Scottish theologians; responses to current issues in the Scottish church and nation; and aspects of Scottish church history. At the moment, journal issues are arranged thematically.

An annual review of work in the field of Cosmopolitan Studies. Editor-in-Chief: Huon Wardle.

St Andrews Journal of International and Language Education (SAJILE) is the online journal hosted by the International Education and Lifelong Learning Institute, University of St Andrews, co-run by students and academic staff at IELLI. Articles are published open access with no charges to authors or readers. The journal hopes to encourage teachers and teacher educators working in the areas of languages education and international education to consider the impact of research on their professional practices and how their everyday practices shape and inform their own research agenda. In other words, the journal is interested in publishing research of teaching (research that is topically related to teaching), research for teaching (research designed and implemented to improve teaching), and research as teaching (research as an integral part of teaching). Although this journal publishes both original research and reflective pieces, our primary focus is on practical issues related to education such as teaching practice. Therefore, any discussion of theories and concepts need to demonstrate relevance to the practicality of teaching and learning. 

Our target readers are primarily practitioners such as teachers and teacher educators, whose voices are sometimes under-represented and marginalised in educational research. We also welcome submissions from early career researchers who are looking for a supportive, constructive, and development journal peer review experience. SAJILE is a scholarly platform where practitioners and researchers can experiment with innovative and emergent ideas and share what works, what works less well, and what does not work in teaching, and the lessons learned.  

In line with the above, in addition to full-length research articles, we encourage submissions of shorter pieces or work-in-progress (see submission criteria of individual sections). Although the primary audience of the journal is for practitioners and researchers, we welcome collaborative research and reflective pieces by teachers and learners, so that learners’ voices and perspectives can be represented.  

As a journal that is dedicated to languages and international education, we encourage authors to include multiple languages for certain sections of their submissions, namely the title and the abstract. We are a journal run by practitioners and researchers with an innovative mindset and we understand that research translation and mobilisation is key to maximise research impact. 

For more detail, view the SAJILE Journal Text.

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