In the ‘Editorial’ to the last issue of our journal JL4D, we had noted that “For effective implementation of TEL, Panda and Mishra (2020) underlined that while ‘policy-capacity-technology’ could act as a theory of change model, open and distance institutions need to invest in our collective understanding of ‘learning’ in a ‘networked society’ and work toward implementation of TEL in relation to contextual socio-cultural and educational ecologies” (Panda, 2024, p. i). Deriving from this, it may be underlined that context and contextual understanding become very important insofar as technology deployment and application in ‘learning for development’ are concerned. ‘Learning for development’ (LfD) covers a wide range of themes, levels, and strategies, and these are also transforming in contemporary times. Research has been leading this transformation, and research on technology-enabled learning (TEL) contributing to and facilitating LfD should not only be contextual but, more importantly, look into the critical role of technology for community-based socio-economic development (Selwyn, 2023; Selwyn et al., 2020). Based on these formulations, we have selected and included 17 items (nine research papers, seven case studies, and one book review) in this issue of the Journal.

In the Research section, we have included nine papers. The first paper, by Mahendra and Killis, deals with the effectiveness of a virtual laboratory-assisted microlearning platform in enhancing students’ motivation and engagement in learning. The results show that use of a virtual laboratory enhanced students’ cognitive ability and practical skills and also their motivation and engagement, which inversely influenced academic achievement in the context of ODL. In the second paper, the effectiveness on e-scaffolding based modelling instruction is reported by Yana and co-authors to be more effective than regular modelling instruction for developing scientific reasoning in physics.

Ibáñez Ayuso, in the third research paper, found that in the Erasmus+ funded projects on micro-credentials, the implementation results showed that while those significantly contributed to the development of professional competencies, there was less stress given to non-formal education and engagement with diverse stakeholders. The author suggests a holistic and inclusive approach for micro-credentials to be more effective.

Esma Şenel reports in the fourth research paper that use of creative writing techniques through web 2.0 tools on digital platforms had a positive impact on students’ academic writing, and reduced their writing apprehension.

The subsequent five research papers deal with scientific reviews of research literature on various thematic areas of technology-enabled learning. Silaiyappam and Palaniyandi, in their review on immersive learning in teacher education, report that studies have focused more on virtual reality and augmented reality; quantitative methodologies dominated the research design, though there is a need to focus more on design research; countries like Spain, USA and Turkey have dominated the research volume, and studies generally have reported the positive effect of immersive technologies on engagement, interaction and motivation, and also on technological-pedagogical-content-knowledge. Betaitia and co-authors, in their bibliometric analysis, report that research studies on dropout in MOOCs have focused on ‘variables’ like online learning, learning analytics, machine learning, deep learning, and artificial intelligence, among others, and ‘elements’ like motivation, course difficulty, time management, and inadequate engagement.

In the next research paper, on scientometrics analysis of research studies on more than four decades of leadership in online education, Karimi and Saha report that thematic areas included knowledge management and school administration, e-learning for higher order learning, remote learning during the pandemic, and collaborative global interest in leadership in virtual learning environments. In another bibliometric analysis of research trends in the digital education ecosystem, Cam and Chung identify four key research fronts for impact analysis — productivity, rate of growth, core papers, and citation — and the significant research areas of educational technology, blended/hybrid learning, online learning, virtual reality, and artificial intelligence. Anesti and Irwanto, in a bibliometric analysis on augmented reality, suggest that studies in this area are increasing post-2022; that the frequently used research variables included status, opportunities and challenges; and that there is a need to go beyond these variables of augmented reality in diversified areas of study.

The seven Case Studies from different national contexts focus on technology acceptance, heutagogy, virtual tutoring systems, open and distance learning, campus-assisted experimentation in the physical sciences, and online experiments in physics. The first case, by Doğan and Akca, focuses on the contribution technology acceptance makes to student commitment. The results indicated that while the Turkish higher education students had a strong favourable attitude to technology use, they displayed moderate dedication to technology. On the other hand, those who had a high commitment to higher education displayed equally high commitment to the use of digital technology. The authors suggest for appropriate technology integration in higher education.

Mynbayeva and co-authors, in a study on self-directed learning in the context of Education 4.0, report that while most higher education students considered self-directed learning as important and recognised the skill of ‘learning to learn’, the use of digital technologies contributes significantly to an increase in learners’ autonomy and self-directed learning. The authors suggest development and use of MOOCs, which may support Education 4.0 and heutagogical methods of learning. In a research review study, Prathigadapa and Daud report that virtual tutoring based on GPT-3 is more effective than the traditional method in the presentation of learning and enhancing student learning outcomes.

In the case study on student choice of ODL in Tanzania, Joseph Manase reports that factors like flexibility, accessibility, user-friendliness, easier access to digital resources, and online examination influence student choice for ODL, though the students faced some constraints relating to time management, quality tutors, and low connectivity in rural areas. In another case study, on physics school teachers in Morocco, Hamamous and Benjelloun report that the reasons for low use of Computer Assisted Experimentation (CAEx) included non-availability of appropriate hardware and software, lack of teachers’ training, and irregular hardware maintenance. These and other factors need to be considered by educational policy makers and leaders from this country and many others to effectively utilise the pedagogical benefits of CAEx. In the next case study, on the effectiveness of online experiments in physics, Poonyawatpornkul and co-authors suggest that while online experiments contributed to increasing student understanding of concepts, it also improved their learning outcomes. In the last case study, Hilal Salim Marhoon Al-Mamari and Jeya Amantha Kumar report that in higher education in Oman, while variables like attitude and experience with online teaching predicted only just above one-third of MOOC readiness, while other variables like self-efficacy, administrative support, and colleague support had nothing to do with it. Those who had some experience in working with MOOCs displayed higher self-efficacy, though without much change in their attitude. The authors suggest for continuing professional development to translate higher self-efficacy into positive attitude and readiness among teachers to effectively implement MOOCs in their discipline’s teaching.

The Book Review by Ferreira-Meyers, on the very contemporary, but emerging, skilling area of micro credentials, authored by Rebecca Ferguson and Denise Whitelock, should be useful to educational planners, leaders, administrators, teachers and researchers alike.

We hope that the findings of the research and case studies on diversified themes of technology-enabled learning and relating to the broader theme of ‘learning for development’, included in this issue of the Journal, shall be of interest and use to our readers.

Finally, I take this opportunity to sincerely thank Dr. Tony Mays, Dr Sanjaya Mishra, Dr. Jako Olivier, Dr Betty Ogange, and Alan Doree for facilitating this issue being published on time.

Acknowledgements: We sincerely acknowledge the following scholars for their support to JL4D in peer-reviewing the papers submitted to the Journal published in 2024.

1. Nadia A. Abdelwahed, King Faisal University, Saudi Arabia

2. Husain Abdulhay, Arak University, Islamic Republic of Iran

3. Gabriel Ademakinwa Adeoye, Kwara State College of Education, Oro, Nigeria

4. Sulaimon Adewale, University of Johannesburg, South Africa

5. Harry Affandy, Universitas Sebelas Maret, Indonesia

6. Agusminarti, Padang State University, Indonesia

7. Philip Kwashi Atiso Ahiaku, University of South Africa, School of Economic and Management Sciences, South Africa

8. Arimuliani Ahmad, Universitas Islam Riau, Indonesia

9. Jacob Kola Aina, Kwara State College of Education (T) Lafiagi, Nigeria

10. Kukuh Andri Aka, University of Nusantara PGRI Kediri, Indonesia

11. Rotmi Michael Akande, National Open University of Nigeria, Nigeria

12. Laila Al Salmi, Sultan Qaboos University, Oman

13. Gulden Akin, Ankara University, Turkey

14. Rabea Ali, Qassim University, Saudi Arabia

15. Mohamed Ally, Athabasca University, Canada

16. Raed Al-Saraereh, Al Zaytoonah University of Jordan, Jordan

17. Ruth Aluko, University of Pretoria, South Africa

18. Stasriati Am, Universitas Muhammadiyah Makassar, Indonesia

19. Davi Apriandi, Universitas PGRI Madiun, Indonesia

20. Zaenal Arifin, Semarang State University, Indonesia

21. Prakash V. Arumugam, Wawasan Open University, Malaysia

22. Ashish Vikhar Ashish, Government Polytechnic Jalgaon, India

23. Asnawi Asnawi, Universitas Islam Riau, Indonesia

24. Raphael Job Asuncion, Don Mariano Marcos Memorial State University, Philippines

25. Victor Ayoko, National Open University of Nigeria, Nigeria

26. Philip Kwashi Atiso Ahiaku, University of South Africa, South Africa

27. Jacob Kola Aina, Kwara State College of Education (T) Lafiagi, Nigeria

28. Kumari Archana, National Insitute of Educational Planning and Administration, New Delhi, India

29. Dens E.S.I. Asbanu, Institut Pendidikan SoE, Indonesia

30. Siti Aisyah, Universitas Negeri Padang, Indonesia

31. Raphael Job Asuncion, Don Mariano Marcos Memorial State University, Philippines

32. Jeevesh Augnoo, Rushmore Business School, Mauritius

33. Ashish Kumar Awadhiya, Indira Gandhi National Open University, New Delhi, India

34. Awanis Romli, Universiti Malaysia Pahang Al-Sultan Abdullah, Malaysia

35. María José Ibáñez Ayuso, Universidad Complutense de Madrid, Spain

36. Joseph Kizito Bada, Makerere University Business School, Uganda

37. Niño Baldonado, Saint Mary's University of Bayombong, Nueva Vizcaya, Philippines

38. Rishi Raj Balwaria, Navrachana University, India

39. Neelam Bansal, Amity University Lucknow, India

40. Aliyu Akilu Barau, Usmanu Danfodiyo University, Nigeria

41. John Rafafy Batlolona, Pattimura University, Indonesia

42. Rose Ann Bautista, Rizal Technological University, Philippines

43. Jyoti Bawane, National Council of Educational Research & Training (NCERT), India

44. Deepak Kumar Behera, Gangadhar Meher University, Sambalpur, India

45. Amel Belhamiti, National Institute for Research in Education, Algeria

46. Md. Omar Faruk Bhuiyan, Bangladesh Open University, Bangladesh

47. Raj Kishor Bisht, University of Edinburgh, United Kingdom

48. Ramakrishna Biswal, National Institute of Technology Rourkela, India

49. Muna Al Boti, The world Islamic Science and Education University, Jordan

50. Aras Bozkurt, Anadolu University, Turkey

51. Olena Budiakova, Kyiv National University of Technologies and Design, Ukraine

52. Aris Budianto, Universitas Negeri Malang, Malang, Indonesia

53. Megi Çali, Lecturer, Albania

54. Omer Cruz Caro, Universidad Nacional Toribio Rodriguez de Mendoza de Amazonas, Peru

55. Tomal Kumar Chadeea, Open University of Mauritius, Mauritius

56. Josephine Ie Lyn Chan, Wawasan Open University, Malaysia

57. Siu Chan, Unaffiliated, Samoa

58. Sovaritthon Chansaengsee, Mahidol University. Thailand

59. Sakshi Chaturvedi, Banasthali University, Rajasthan, India

60. Xudong Chen, Suan Sunandha Rajabhat University, Thailand

61. Denver Cho-oy, De La Salle University, Philippines

62. Virginia Clinton-Lisell, University of North Dakota, USA

63. Dorothy Cooshna-Naik, University of Mauritius, Mauritius

64. Anlong Dangnguyen, Ho Chi Minh City College of Economics, Vietnam

65. Prasenjit Das, Raiganj University, India

66. Soumya Ranjan Das Das, University of Hyderabad, India

67. Srisuda Daungtod, Nakhon Phanom University, Thailand

68. Saraswati Dawadi, The Open University, United Kingdom

69. Debdas Debdas, Sardar Patel University, India

70. Marina Drushlyak, Makarenko Sumy State Pedagogical University, Ukraine

71. Bindu Dua, Mier College of Education, India

72. Danielle Dubien, African Virtual University, Kenya

73. Karen Aline Françoise Ferreira-Meyers, University of Eswatini, Eswatini

74. Devine Grace Funcion, Leyte Normal University, Philippines

75. Sneh Bansal Ruby Garg, Chandigarh College of Education, India

76. Denise Gaspard-Richards, The University of the West Indies, Open Campus, Trinidad and Tobago

77. Anupriya Ghai, Graphic Era Hill University, Dehradun, India

78. Alison Glover, The Open University in Wales, United Kingdom

79. Marien Alet Graham, Department of Early Childhood Education, University of Pretoria, Pretoria, South Africa

80. Louie Gula, Visayas State University, Philippines

81. Geetika Gupta, Symbiosis Law School, Noida, Uttar Pradesh, India

82. Stella Hadjistassou, KIOS Research and Innovation Center of Excellence, Cyprus

83. Analisa Hamdan, Asia Pacific University of Technology & Innovation, Malaysia

84. Muhammad Hanif, Universitas Negeri Surabaya, Indonesia

85. Sri Handayani, Sebelas Maret University, Indonesia

86. G.P. Harianto, Sekolah Tinggi Teologi Excelsius Surabaya, Indonesia

87. Harlita, Universitas Sebelas Maret, Indonesia

88. Yosbanys Roque Herrera, Escuela Superior Politécnica de Chimborazo; Universidad Nacional de Chimborazo, Ecuador

89. Nur Hidayat, Graphic Era Hill University, Dehradun, India

90. Joelash Honra, Far Eastern University, Philippines

91. Tetiana Hul, The National University of Ostroh Academy, Ukraine

92. Ruei-Teng Hung, Chaoyang University of Technology, Taiwan, Province of China

93. Narjis Fatima Hussain, Aga Khan University, Pakistan

94. Hamidulloh Ibda, Institut Islam Nahdlatul Ulama Temanggung, Indonesia

95. Ibnu, Universitas Islam Negeri Mataram, Indonesia

96. Imam, Safi'i, Unaffiliated, Indonesia

97. Sadaf Iqbal, Hazara University, Pakistan

98. Rafki Nasuha Ismail, Universitas Negeri Padang, Indonesia

99. Sanah Jahagirdar, LTIMINDTREE, India

100. Jira Jitsupa, Suan Dusit University, Thailand

101. Emily Maria K. Jose, Xavier Institute of Management and Entrepreneurship, India

102. Lukas Matati Josua, University of Namibia, Namibia

103. Abdülkadir Kabadayı, Necmettin Erbakan University, Turkey

104. Ngepathimo Kadhila, University of Namibia, Namibia

105. Lawrence Kabinga, The Unicaf University, Kenya

106. David Kabugo, Makerere University, Uganda

107. Kada, National Institute for Research in Education, Algeria

108. Ngepathimo Kadhila, University of Namibia, Namibia

109. Baemedi Monthusi Kaisara, Independent, Botswana

110. Nia Kania, Universitas Majalengka, Indonesia

111. Rajan Kumar Kandel, Tribhuvan University, Surkhet Multiple Campus, Nepal

112. Ayse Kizildag, Aksaray University, Turkey

113. Fajar Kusuma, Universitas Negeri Surabaya, Indonesia

114. Amir Karimi, Farhangian University, Islamic Republic of Iran

115. Alan Alfiansyah Putra Karo-karo, Sekolah Tinggi Olahraga dan Kesehatan Bina Guna, Indonesia

116. Shironica P. Karunanayaka, The Open University of Sri Lanka, Sri Lanka

117. Gurumurthy Kasinathan, Director, IT for Change, India

118. Anilambica Kata, AdiKavi Nannaya University, India

119. Scholastica Egbert Kileo, Institute of Adult Education, United Republic of Tanzania

120. Ayse Kizildag, Aksaray University, Turkey

121. Johnson Kojo, The University of Dodoma, Tanzania

122. Dalbinder Kour, Banwarilal Bhalotia College, Asansol, India

123. Wawan Krismanto, Universitas Negeri Makassar, Indonesia

124. Olabisi Kuboni, Independent Consultant (formerly Senior Lecturer of the University of the West Indies), Trinidad and Tobago

125. Betchoo Nirmal Kumar, Universite des Mascareignes, Mauritius

126. Pradeep Kumar, Maulana Azad National Urdu University, India

127. Anuphum Kumyoung, Loei Rajabhat University, Thailand

128. Donie Fadjar Kurniawan, Sebelas Maret University at Surakarta, Indonesia

129. Heny Kusdiyanti, Universitas Negeri Malang, Indonesia

130. Ketut Chandra Adinata Kusuma, Universitas Pendidikan Ganesha, Indonesia

131. Thai Hung Le, VNU University of Education, Vietnam

132. Endang Sri Lestari, Universitas Sebelas Maret, Indonesia

133. Agung Listiadi, Universitas Negeri Surabaya, Indonesia

134. Karim Lkamel, Sidi Mohamed Ben Abdellah University, Morocco

135. Michael Johannes Hadiwijaya Louk, Universitas Nusa Cendana, Indonesia

136. Elisei Lubuva, Local Government Training Institute-Dodoma, United Republic of Tanzania

137. Anamica Maan, Maharshi Dayanand University, Rohtak, India

138. Faizal Erlangga Makawi, Universitas Negeri Makassar, Indonesia

139. Firdous Ahmad Mala, Amar Singh College, Cluster University Srinagar, India

140. Dipankar Malakar, K K Handiqui State Open University, India

141. Blandina Manditereza, University of the Free State, South Africa

142. Ika Maryani, Universitas Ahmad Dahlan, Indonesia

143. Daniel Kwalipo Mbangula, University of Namibia, Namibia

144. Radhia Meddahi, University of Chlef, Algeria

145. Wubante Mekonnen, Debre Markos University, Ethiopia

146. Hamisi Mfaume, Dar es Salaam University College of Education, United Republic of Tanzania

147. Rose Mgaya, Dar es Salaam University College of Education, United Republic of Tanzania

148. Ricarda Micallef, Kingston University, United Kingdom

149. Deri Minto, Indonesian Education University, Indonesia

150. Sugata Mitra, Newcastle University, United Kingdom

151. Sushmita Mitra, Independent, United Kingdom

152. Mphoentle Puleng Modise, University of South Africa, South Africa

153. Goolam Mohamedbhai, Formerly Association of African Universities and University of Mauritius

154. Stephen Mongwe, Independent, South Africa

155. Dheeba Moosa, Islamic University of Maldives, Maldives

156. Ioana Tuugalei Chan Mow, National University of Samoa, Samoa

157. Brian Mphande, Researcher, Zambia

158. Vicky Mrosso, The University of Dodoma, United Republic of Tanzania

159. Joel S. Mtebe, University of Dar es Salaam, Tanzania

160. Heri Mudra, Institut Agama Islam Negeri Kerinci, Indonesia

161. Mikiyas Mulugeta, Center for African Leadership Studies (CALS), Ethiopia

162. Caroline Musyimi, TVET, Kenya

163. Sibonile Mutinsi, Handong Global University, Zimbabwe

164. Sammy Muteti Mutisya, Maasai Mara University, Kenya

165. Felix Mndenyi Mwawasi, The Aga Khan University, Kenya

166. Godfrey Mwewa, The University of Zambia, Zambia

167. Aziz Naciri, Ben M’Sik, Hassan II University of Casablanca, Morocco

168. Nurul Farhanah Mohd Nasir, Asia Pacific University of Technology & Innovation (APU), Malaysia

169. Placidius Ndibalema, The University of Dodoma, Republic of Tanzania

170. Nelly, Sekolah Tinggi Alkitab Jember, Indonesia

171. David Ngatia, University of Kabianga, Kenya

172. Rahma Niar, Universitas Pembangunan Panca Budi, Indonesia

173. Chris Prince Udochukwu Njoku, University of Nigeria, Nigeria

174. Alice Macharia Njuguna, Zetech University, Kenya

175. Indro Nugroho, Kuningan University, Indonesia

176. John Nyambe, University of Namibia, Namibia

177. Olatunbosun Emmanuel Ogunseemi,

178. Don Olcott Jnr, University of South Africa, South Africa

179. Margaret Funke Omidire, University of Pretoria, South Africa

180. Oyelola Oyelola, Yaba College of Technology, Nigeria

181. Offia Tugwell Owo, Rivers State University, Port Harcourt, Nigeria

182. Milly Paile, (1) The National School of Government (2) North-West University School of Government Studies, South Africa

183. Haghai Pandisha, Unaffiliated, United Republic of Tanzania

184. Madhu Parhar, Independent, India

185. Rita Patel, A.G. Teachers College, Ahmedabad, India

186. Manohar Pathak, Gujarat University, India

187. Santanu Patra, Netaji Subhas Open University, India

188. Lim Seong Pek, INTI International University, Malaysia

189. Anuradha Peramunugamage, The Open university of Sri Lanka, Sri Lanka

190. Bernadictus Plaatjies, University of South Africa, South Africa

191. Adi Pratama, Universitas Warmadewa, Indonesia

192. Bimoch Projna Paty, India

193. S.K. Pulist, Indira Gandhi National Open University, New Delhi, India

194. Ariya Pongsiri, Kalasin University, Thailand

195. Kitiya Promsron, King Mongkut's University of Technology North Bangkok, Thailand

196. Ponciano Puse Jr., Camarines Norte State College, Philippines

197. Ulfia Rahmi, Universitas Negeri Padang, Indonesia

198. Dian Rachmawati, Universitas Negeri Malang, Indonesia

199. Ulfia Rahmi, Universitas Negeri Padang, Indonesia

200. Yousra Banoor Rajabalee, Mauritius Institute of Education, Mauritius

201. Prabhas Ranjan, Patna Women’s College, Patna University, India

202. Rasmuin, Universitas Dayanu Ikhsanuddin, Indonesia

203. Comfort Okwuegbune Reju, Distance Learning Institute, University of Lagos, Nigeria

204. Sagcal Richard, De La Salle University, Philippines

205. M. Rais Ridwan, STKIP YPUP Makassar, Indonesia

206. Andi Arif Rifa'I, Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia

207. Farid Noor Romadlon, State University of Surabaya, Indonesia

208. Abdul Aziz Saefudin, Universitas PGRI Yogyakarta, Indonesia

209. Sitti Saenab, Universitas Negeri Makassar, Indonesia

210. Intan Safiah, Universitas Syiah Kuala, Indonesia

211. S.M. Nazmuz Sakib, Dhaka International University, Bangladesh

212. Gilly Salmon, Education Alchemists, United Kingdom

213. Agariadne Dwinggo Samala, Universitas Negeri Padang, Indonesia

214. Dian Samitra, PGRI Silampari University, Indonesia

215. Joje Mar Sanchez, Cebu Normal University, Philippines

216. Mohammad Issack Santally, University of Mauritius, Mauritius

217. Shreelata Sappandi, Government Polytechnic, India

218. Ida Nugroho Saputro, Universitas Sebelas Maret, Indonesia

219. Ivan Šarčević, School for Primary Education of Adults "Obrenovac", Obrenovac, Serbia

220. Ayu Intan Sari, Universitas Sebelas Maret, Indonesia

221. Prakriti Ranjan Sarkar, Department of Education, Aliah University, India

222. Samiya Sarwat, Research Scholar, India

223. Liesl Helene Scheepers, Independent Institute of Education (IIE), South Africa

224. Mmabaledi Seeletso, Botswana Open University, Botswana

225. Chayanika Senapati, K K Handiqui State Open University, India

226. M. Senthilkumaran, Tamil Nadu Teachers Education University, India

227. Florence Sepula, Mzuzu University, Malawi

228. Surbhi Sethi, Malaviya National Institute of Technology Jaipur, India

229. Edi Setiawan, Universitas Suryakancana, Indonesia

230. Tasdidaa Shamsi, Independent Public Health Researcher, Bangladesh

231. Shanthi, Independent, India

232. Siu Chan, Independent, Samoa

233. Matt Smith, University of Wolverhampton, United Kingdom

234. Sugito Sugito, Yogyakarta State University, Indonesia

235. Dwi Sloria Suharti, Universitas Pendidikan, Indonesia

236. Kaviraj Sharma Sukon, Open University of Mauritius, Mauritius

237. Yeasmin Sultana, Tezpur University, India

238. Supianto, Universitas Sebelas Maret, Indonesia

239. Tedi Supriyadi, Universitas Pendidikan, Indonesia

240. Miftahus Surur, STKIP PGRI Situbondo, Indonesia

241. Reni Dwi Susanti, Universitas Muhammadiyah Malang, Indonesia

242. Suwarno, Politeknik Negeri Batam, Indonesia

243. Suyitno Suyitno, Balitar Islamic University, Indonesia

244. Bijay Kumar Swain, College of Teacher Education, Balasore, India

245. Johan Syahbrudin, Universitas Negeri Yogyakarta, Indonesia

246. Tafakur Tafakur, Universitas Negeri Yogyakarta, Indonesia

247. Ruben Jr Tagare, University of Southern Mindanao, Philippines

248. M Mansha Tahir, Allama Iqbal National University, Pakistan

249. Manal Tawalbeh, Middle East University, Jordan

250. Dianne Thurab-Nkhosi, The University of the West Indies, Trinidad and Tobago

251. Grace Apondi Titi, Ramogi Institute of Advanced Technology, Kenya

252. Saida Ulfa, State University of Malang, Indonesia

253. Padma Jyothi Uppalapati, Andhra University, India

254. Nathaporn Utakrit, King Mongkut's University of Technology North Bangkok, Thailand

255. Windi Utama, Universitas Negeri Jakarta, Indonesia

256. Aisyamariam Abdul Uzza, Asia Pacific University of Technology and Innovation, Malaysia

257. Annelien Adriana Van Rooyen, University of South Africa, South Africa

258. Aan Fardani Ubaidillah, Universitas Negeri Malang, Indonesia

259. Philip Uys, Unaffiliated, Australia

260. Venu Prasad H.D., Centre for Water Resources Development and Management, Kozhikode, Kerala, India

261. Ravi Kant Verma, Galgotias University School of Humanities and Social Sciences, Greater Noida, Uttar Pradesh, India

262. Joseph Villarama, Central Luzon State University, Philippines

263. Tetiana Voloshyna, National University of Life and Environmental Sciences of Ukraine, Ukraine

264. Sri Wahyuni, Universitas Islam Riau, Indonesia

265. Ronal Watrianthos, Politeknik Negeri Padang, Indonesia

266. Kristen Watterson, Boise State University, United States

267. Martin Weller, Open University, United Kingdom

268. Temesgen Wubet, Bahir Dar University, Ethiopia

269. Annisa Ulfa Yana, Universitas Negeri Malang, Indonesia

270. Chunwen Yang, INTI International University, Malaysia

271. Ahmet Erdost Yastıbaş, Gazi University, Turkey

272. Yuliana FH, Sriwijaya University, Indonesia

273. Yuliarma, Universitas Negeri Padang, Indonesia

274. Irfan Yusuf, Universitas Negeri Malang, Indonesia

275. Feruza Zakirova, Independent, Uzbekistan

276. Lanqin Zheng, Beijing Normal University, China

Panda, S. (2024). Developments in TEL: Pushing the boundaries of open education. Journal of Learning for Development, 11(3), i-iv.

Panda, S., & Mishra, S. (2020). Towards mainstreaming technology-enabled learning. In S. Mishra & S. Panda (Eds.), Technology-enabled learning: Policy, pedagogy and practice (pp. 225-244). The Commonwealth of Learning.

Selwyn, N. (2023). Digital degrowth: Toward radically sustainable education technology. Learning, Media and Technology, 49(2). https://doi.org/10.1080/17439884.2022.2159978

Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., & Macgilchrist, F. (2020). What next for edtech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 45(1), 1-6.

Santosh Panda

Chief Editor, JL4D

Cite this paper as: Panda, S. (2025). Reflections on the increasing role of TEL in learning for development. Journal of Learning for Development, 12(1), i-viii.