Studies in Technology Enhanced Learning (ISSN 2753-2380) is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. We aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.

For a brief summary of the journal’s ethos please see the Aims and Scope summary. For a more detailed reflection on the motivation behind the project, please see the inaugural editorial.

Studies in Technology Enhanced Learning is edited by Brett Bligh and Kyungmee Lee.

Recent news

• Please follow us on LinkedIn for updates. This feed will slowly replace the one on Twitter/X. ^_19.08.2024

• First papers from 2024 special issues released! ^_19.08.2024

• Calls for papers! Three new calls launched for 2024! Special issues on AI, ELT and CHAT! ^_12.01.2024

• Special issue Parents/guardians, education and digital technologies now online! ^_22.12.2023

• More news >

Issue 4.1 Generative AI and education

A special issue edited by Don Passey, Catherine Lee, Serena Leow and Sammy Taggart

This special issue will consider the contemporary topic of ‘Generative AI and Education’. Educational communications through Generative Artificial Intelligence (GenAI) are reported in some instances to be of help to teachers (for example, in managing document creation) and to learners (for example, in searching for relevant and specific topic material). However, at the same time, there are concerns raised about uses that might be inappropriate (for example, passing off unverified or unvalidated GenAI-created material as one’s own) or unhelpful (for example, accepting source material that is not checked for accuracy). This Special Issue will consider this contemporary topic of ‘Generative AI and Education’, which requires ongoing monitoring and exploration as the digital technology facilities continue to develop and emerge.

The call for papers for this issue is now open. Ongoing publication throughout 2024.

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Issue 4.2: TEL in English language teaching, learning and assessment

A special issue edited by Rob Miles, Michael Bowles and Sebah Al-Ali

This special issue will examine the junction of English Language Teaching (ELT) within Technology Enhanced Learning (TEL) research and practice. We invite papers focusing on how technology is being actively employed in ELT, whether face-to-face or remotely, in English for Academic Purposes (EAP), English for Specific Purposes (ESP), English as a Second Language (ESOL) or any other context where technology is used in the teaching and assessment of English language. We are especially interested in papers with strong theoretical and practical backgrounds that will contribute to both ELT and TEL in an international context.

The call for papers for this issue is now open. Ongoing publication throughout 2024.

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Issue 4.3: Activity theory in technology enhanced learning research (part 2)

A special issue edited by Philip Moffitt and Brett Bligh

This special issue will critically examine the interplay of social and cultural mediation, along with the societal motives of learning activities, and their mediating technologies. We welcome submissions which empirically examine social and cultural mediation in TEL, and which explore the use of Activity Theory (and potentially seek to develop it) rather than solely applying it. Papers might explore macro- and meso-level policy-practice tensions, stakeholder influence and interest, and the varied implications for how tasks are allocated in technology-mediated activity. We encourage diverse approaches to conceptualising and analysing mediating technologies, beyond the solely ‘digital’, and we are flexible concerning conceptions of what ‘learning’ is.

The call for papers for this issue is now open. Ongoing publication throughout 2024.

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Studies in Technology Enhanced Learning is proudly hosted by PubPub, an initiative of the Knowledge Futures Group. See also: