Editorial Endogamy Policy

Aurum Académico Multidisciplinary Journal in Education maintains an active policy to prevent editorial endogamy, in accordance with international best practices in scholarly publishing and the ethical principles promoted by the Committee on Publication Ethics (COPE). The purpose of this policy is to preserve editorial independence, promote academic diversity, and ensure the transparency, impartiality, and credibility of the publication process.

To prevent excessive institutional concentration in authorship, the participation of members of the editorial team, scientific committee, or publishing entity shall not exceed 25% of the total articles published, considering either the two most recent issues or the previous editorial year, as applicable. This criterion seeks to ensure balanced representation from different institutions, researchers, and academic communities at both national and international levels.

When members of the editorial team, scientific committee, or advisory bodies submit manuscripts for publication, their submissions will undergo the same double-blind peer review process applied to all other manuscripts. Editorial management of these submissions will be assigned to an editor who has no academic, institutional, or professional relationship with the authors, thereby preventing any potential conflict of interest.

Editorial board members who are authors will not participate in any stage of the evaluation, discussion, or decision-making process concerning their own manuscripts, ensuring editorial independence and impartiality throughout the review process.

In addition, the selection of reviewers will prioritize institutional, geographical, and disciplinary diversity, encouraging the participation of external experts who contribute to the methodological rigor, objectivity, and scientific quality of the evaluations.

Through the implementation of this policy, Aurum Académico Multidisciplinary Journal in Education reaffirms its commitment to editorial ethics, transparent academic management, diversity of scientific perspectives, and excellence in the publication of research in the field of educational sciences.