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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. 4 (2025)
View Vol. 2025 No. 4 (2025)

In this issue:

DOI: https://doi.org/10.55056/etq.v2025.i4
Published: 20-12-2025

  • Assessment of stakeholders' perceptions on the adoption of artificial intelligence in academic writing

    Babatunde Kasim Oladele, Mdutshekelwa Ndlovu, Joshua Oluwatoyin Adeleke
    355-373
      Abstract views 422  
    • PDF   views 227
    DOI: https://doi.org/10.55056/etq.964

  • Stakeholder perceptions and the impact of the Fourth Industrial Revolution in South African TVET colleges: A qualitative study

    Ivan Magadza
    374-388
      Abstract views 67  
    • PDF   views 31
    DOI: https://doi.org/10.55056/etq.1040

  • Exploring STEM-TVET integration in technical colleges: middle leaders' experiences

    Sulaimon Adewale, Nurudeen Babatunde Bamiro, Ntokozo Dennis Ndwandwe
    389-406
      Abstract views 328  
    • PDF   views 159
    DOI: https://doi.org/10.55056/etq.946

  • Push and pull factors influencing LMS use post-COVID in Nigerian open distance learning: a qualitative study

    Sunday Abidemi Itasanmi, Johannes N. Mampane
    407-428
      Abstract views 257  
    • PDF   views 67
    DOI: https://doi.org/10.55056/etq.966

  • Exploring teachers' pedagogical practices employed during and post-COVID-19 pandemic in Tanzania secondary schools: The case of Mbeya City Council

    Teresia Komba, Placidius Ndibalema, Mary Allay
    429-448
      Abstract views 451  
    • PDF   views 200
    DOI: https://doi.org/10.55056/etq.826

  • Psychological foundations of technology-mediated educational process management: a narrative review

    Olena L. Pinska, Svitlana V. Shokaliuk, Halyna I. Alieka, Iryna S. Zakarliuka
    449-474
      Abstract views 150  
    • PDF   views 38
    DOI: https://doi.org/10.55056/etq.1213
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