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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

ETQ journal editorial activity report (2024)

03-03-2025

The Educational Technology Quarterly journal editorial activity report (2024) highlights transformative improvements in our publication process and strategic repositioning. Submissions have increased substantially, projecting to 143 annually compared to the historical 32/year, while our acceptance rate has decreased from 49% to 26%, reflecting more selective quality standards. Most remarkable is our processing efficiency, with initial editorial decisions now occurring in just 2 days compared to the historical 133 days—a 98.5% improvement. The report provides a comprehensive analysis of our accelerated review process, with acceptance decisions expedited by 50% (92 vs. 183 days) and rejection decisions by 58% (38 vs. 91 days). These metrics demonstrate our commitment to maintaining rigorous quality standards while dramatically improving the author experience through rapid, efficient manuscript processing.

Read more about ETQ journal editorial activity report (2024)

Current Issue

Vol. 2025 No. 3 (2025)
View Vol. 2025 No. 3 (2025)

In this issue:

DOI: https://doi.org/10.55056/etq.v2025.i3
Published: 20-09-2025

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

    Vita A. Hamaniuk, Serhiy O. Semerikov, Yaroslav V. Shramko
    234-252
      Abstract views 157  
    • PDF   views 37
    DOI: https://doi.org/10.55056/etq.965

  • Digital leadership: shaping school effectiveness in the digital era - a meta-analysis

    John Olayemi Okunlola
    253-265
      Abstract views 135  
    • PDF   views 88
    DOI: https://doi.org/10.55056/etq.972

  • The impact of undergraduate students' perceived social media empowerment in their engagement in sustainability practices: a predictive study

    Raymond Mutasingwa Bitegeko
    266-290
      Abstract views 101  
    • PDF   views 35
    DOI: https://doi.org/10.55056/etq.971

  • Temporal patterns and educational use of smartphones among Algerian secondary learners

    Khabbab Meziane Cherif
    291-307
      Abstract views 166  
    • PDF   views 59
    DOI: https://doi.org/10.55056/etq.956

  • Reading habits, digital fluency and academic achievement of secondary school students in a local government area in South West Nigeria

    Williams E. Nwagwu
    308-329
      Abstract views 637  
    • PDF   views 232
    DOI: https://doi.org/10.55056/etq.942

  • Innovative approaches in teaching coding skills to young children: a scoping review

    Godwin Pedzisai Dzvapatsva, Courage Matobobo
    330-354
      Abstract views 278  
    • PDF   views 96
    DOI: https://doi.org/10.55056/etq.916
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