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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. 1 (2025)
View Vol. 2025 No. 1 (2025)

In this issue:

DOI: https://doi.org/10.55056/etq.v2025.i1
Published: 20-03-2025

  • A proposed framework for achieving higher levels of outcome-based learning using generative AI in education

    Shakib Sadat Shanto, Zishan Ahmed, Akinul Islam Jony
    1-15
      Abstract views 232  
    • PDF   views 124
    DOI: https://doi.org/10.55056/etq.788

  • State of the art approaches to the quality of distance education

    Svitlana O. Didkivska, Tetiana A. Vakaliuk
    16-41
      Abstract views 71  
    • PDF   views 21
    DOI: https://doi.org/10.55056/etq.766

  • Evolution of digital competence development for mathematics educators in technical universities: a contemporary framework

    Nataliia M. Kiianovska
    42-66
      Abstract views 85  
    • PDF   views 18
    DOI: https://doi.org/10.55056/etq.858

  • Assessing the role of online mathematics tools in enhancing student learning and engagement

    Olajumoke Olayemi Salami, Erica Dorethea Spangenberg
    67-85
      Abstract views 143  
    • PDF   views 69
    DOI: https://doi.org/10.55056/etq.874

  • Students experiences and motivational factors on using e-learning systems in higher education institutions in Tanzania

    Mustapha Almasi, Fred Yaredi Mgata, Haruni Machumu, Agripina Masashua
    86-100
      Abstract views 80  
    • PDF   views 29
    DOI: https://doi.org/10.55056/etq.866

  • A bibliometric analysis on the effects of digital media among children in the time of COVID-19 pandemic

    Placidius Ndibalema
    101-120
      Abstract views 69  
    • PDF   views 38
    DOI: https://doi.org/10.55056/etq.868
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