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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.

Read more about Education Technology Quarterly editorial activity report (2025)

Current Issue

Vol. 2026 No. 3 (2026)
View Vol. 2026 No. 3 (2026)
In this issue:
DOI: https://doi.org/10.55056/etq.v2026.i3
Published: 2026-09-20

  • Design thinking as a framework for developing AI-ready teachers: Introducing the DT-ART model

    Myint Swe Khine, Ernest Afari
    230-240
      Abstract views 32  
    • PDF   views 11
    DOI: https://doi.org/10.55056/etq.1440

  • Enhanced autoregressive value-added model integrating generative AI ethical optimization for fair high school teacher evaluation

    Xia Yang
    241-260
      Abstract views 15  
    • PDF   views 1
    DOI: https://doi.org/10.55056/etq.1164

  • The relationship between perceived gamified learning support, students' motivation, affective engagement, and self-efficacy: A structural equation modelling approach

    Mengkorn Pum
    261-280
      Abstract views 205  
    • PDF   views 98
    DOI: https://doi.org/10.55056/etq.1304

  • Awareness and utilisation of IoT tools for personalised learning among undergraduates at the University of Ibadan, Nigeria

    Kudirat Ize Suleiman, Williams Ezinwa Nwagwu
    281-307
      Abstract views 162  
    • PDF   views 110
    DOI: https://doi.org/10.55056/etq.1149

  • Entrepreneurship 4.0: Young learners' perspectives on traditional and techno-pedagogical approaches

    Abdellatif Marjani, Assia Dlimi, Abdelhak Chakli, Youssef Sefri
    308-315
      Abstract views 129  
    • PDF   views 68
    DOI: https://doi.org/10.55056/etq.1215
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