Vol. 2026 No. 2 (2026)
In this issue:
- Digital learning fatigue and its psychological consequences among tertiary students: a systematic review
- Barriers to digital inclusion in Africa: a systematic review
- Perceptual drivers of undergraduate students' engagement in digitally-enabled transformative sustainability education in Tanzania
- Characteristics of mobile smartphone applications for teacher professional development: an A2IT2 model perspective
- Graduate students' self-regulated learning practices in dual-monitor academic environments
- Breaking urban-rural educational inequality: application of an AI relative fairness model in teacher performance evaluation and bonus allocation
Published:
2026-06-20
