Educational Technology Quarterly

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GenAI as scholarly ally: patterns, pedagogy, and policies in graduate writing research

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270

"We are all designers now": Mapping AI-related design competence for citizens and students through DigComp 3.0

Barna

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Graduate students' self-regulated learning practices in dual-monitor academic environments

Tweissi

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Physics on autopilot: exploring the use of an AI assistant for independent problem-solving practice

Riabko et al.

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Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania

Bitegeko et al.

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About the Journal

Educational Technology Quarterly (ETQ, Educ. Technol. Q) is a Diamond Open Access peer-reviewed journal focused on the ways in which digital technology can enhance education. ETQ welcomes research papers on the pedagogical uses of digital technology where the focus is broad enough to be of interest to a wider education community.

In addition to empirical work, we welcome systematic reviews and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. ETQ also offers the opportunity to publish special issues or sections to reflect current interest and research in topical or developing areas.

Announcements

Education Technology Quarterly editorial activity report (2025)

2026-05-17

Check out the newly released 2025 annual operational report for Education Technology Quarterly. This year marked an unprecedented surge of 87 new submissions, paired with a significant evolution in journal selectivity, resulting in a refined acceptance rate of 19%. Remarkably, our editorial board reduced the average time to a first decision to just 9 days - down from a historical 87-day average. Read the full review to discover how ETQ is optimising its editorial workflow while championing high scholarly standards.