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

2025-03-03

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. 2026 No. 1 (2026)
View Vol. 2026 No. 1 (2026)

In this issue:

DOI: https://doi.org/10.55056/etq.v2026.i1
Published: 2026-03-20

  • Methodological quality and reporting practices in gamification research for history education: a critical methodological analysis

    Serhii S. Korniienko, Serhiy O. Semerikov
    1-26
      Abstract views 275  
    • PDF   views 143
    DOI: https://doi.org/10.55056/etq.1126

  • Balancing innovation and mentorship in postgraduate supervision through activity theory and artificial intelligence

    Gardner Mwansa, Matipa Ricky Ngandu, Mushimbei Mwilima Mwansa
    27-44
      Abstract views 350  
    • PDF   views 158
    DOI: https://doi.org/10.55056/etq.1017

  • Literature review of e-learning technology adoption in South African rural higher tertiary institutions for teaching and learning

    Dorcas Oladayo Esan, Themba Masombuka
    45-59
      Abstract views 430  
    • PDF   views 290
    DOI: https://doi.org/10.55056/etq.1068

  • From algorithms to innovation: pre-service mathematics teachers' perceptions of robotics-enhanced problem-solving instruction

    Olubunmi Kayode Ayanwoye, Oluwanife Segun Falebita, Akinbiyi Benard Ambode, Amos Olusola Ogunjobi, Deborah Bolanle Olubamise, Elizabeth Aarinola Ogundana
    60-80
      Abstract views 202  
    • PDF   views 67
    DOI: https://doi.org/10.55056/etq.1089

  • One click closer: harnessing the power of educational TikTok videos to elevate Filipino language proficiency

    Janice R. Carambas, Elmer C. Diocares, Shella Marie I. Diocares, John Michael Salazar
    81-89
      Abstract views 562  
    • PDF   views 589
    DOI: https://doi.org/10.55056/etq.959

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

    Olha V. Barna
    90-98
      Abstract views 55  
    • PDF   views 22
    DOI: https://doi.org/10.55056/etq.1264
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