Archives

  • Journal of Teaching and Learning
    Vol. 20 No. 1 (2026)

  • Journal of Teaching and Learning
    Vol. 19 No. 5 (2025)

  • Special Issue: AI and Machine Learning Intensifies Digital Transformation of Higher Education: Opportunities, Possibilities, and Challenges
    Vol. 19 No. 4 (2025)

    The new renaissance of Artificial Intelligence (AI) and Machine Learning (ML) has stimulated discussions on how advances in AI impact the educational sector and future educational policies. As such, this special issue recognizes the need for research to inform pedagogical practices and policies to ensure AI's ethical and responsible application in education; hence, developing a more profound and nuanced understanding of its multifaceted benefits in the education sector is essential.

    At the beginning of December 2024, a call for submissions was issued through the Education Association of South Africa (EASA) community and the Journal of Teaching and Learning, inviting scholars to contribute to a growing and critical discourse on AI and ML in higher education. This initiative aimed to foreground AI-related research, promote interdisciplinary and multidisciplinary engagement, and critically examine the evolving role of AI and ML across educational contexts. The rapid advancement of AI technologies has catalyzed widespread debate about their implications for teaching, learning, and educational policy. In response, this special issue underscores the urgent need for empirical and conceptual research to guide pedagogical innovation and inform policy development. It advocates for the ethical and responsible integration of AI in education, emphasizing the importance of developing a nuanced understanding of its multifaceted benefits and potential risks.

    This special issue brings together fifteen peer-reviewed articles that critically examine how artificial intelligence and machine learning are reshaping higher education. As digital transformation accelerates, these contributions explore the opportunities, possibilities, and challenges presented by AI-driven innovations in teaching, learning, and policy. The articles offer empirical evidence and conceptual frameworks (systematic literature reviews) to guide ethical integration, pedagogical adaptation, and institutional readiness. By fostering interdisciplinary dialogue, this issue supports educators, researchers, and policymakers in navigating the complexities of AI in higher education and advancing inclusive, future-oriented educational practices. These contributions offer both empirical evidence and theoretical insights, fostering critical engagement and providing practical frameworks for educators, researchers, and policymakers. Collectively, the articles advance scholarly discourse, support informed decision-making, and contribute to shaping the future of education in an AI-driven world.

  • Journal of Teaching and Learning
    Vol. 19 No. 3 (2025)

  • Journal of Teaching and Learning
    Vol. 19 No. 2 (2025)

  • Journal of Teaching and Learning
    Vol. 19 No. 1 (2025)

  • Journal of Teaching and Learning
    Vol. 18 No. 2 (2024)

  • Journal of Teaching and Learning
    Vol. 18 No. 1 (2024)

  • Vol. 17 No. 1 (2023)

  • Vol. 16 No. 3 (2022)

  • Special Issue: Connecting the Promising Practices for Teaching Culturally and Linguistically Diverse Students with Student Satisfaction
    Vol. 16 No. 2 (2022)

  • Vol. 16 No. 1 (2022)

  • Special Issue: Emerging Research on the Impacts of COVID-19 for Children, Youth, and Education
    Vol. 15 No. 2 (2021)

  • Vol. 15 No. 1 (2021)

  • Vol. 14 No. 2 (2020)

  • Special Issue: Digital Learning in Higher Education
    Vol. 14 No. 1 (2020)

    The covers of this special issue of the JTL are provided by S1 and S2 STEAM students of artist and principal teacher Emily Tragham, Bertha Park High School, Perth and Kinross Council, Scotland.

    Front Cover:

    Hepplewhite, Tia. (2020). ‘Void’. [Ink and water].

    Rose, Ellie. (2020). ‘Patience’ and ‘Moment’. [Ice, tea rose, and lily].

    McKinnon, Olivia. (2020).’Impact’. [Acrylic].

    Back Cover:

    Melloy, Cara. (2020). ‘Ripple’ and ‘Above/Below’. [Ink and water].

    S1 Bertha Park High School, Perth and Kinross, Scotland.

  • Winter 2019
    Vol. 13 No. 2 (2019)

    Blake, Rosie. (2019). Rhythmic Fluidity 2, [Two-plate monoprint].
    'Rhythmic Fluidity 2' (Two-plate monoprint) is from a body of work made in response to my research in
    Tidalectics. This body of thought looks towards an oceanic worldview, embedded with ideas of place,
    land, ‘islandness’, and ‘archipelagic thinking’. The term was coined by poet Kamau Braithwaite who has
    written extensively about the necropolitics of the ocean, and its potency as a metaphor for collective,
    cultural memory. I feel that water has inherently emotional power; it is a space where both boundaries
    and rigidity dissolve. The ocean represents the unknown and is a potent site for mystery. It is also a key
    signifier in the tangible effects of climate change and environmental crisis. University of Highlands and
    Islands.

  • Special Issue: Reciprocal Learning
    Vol. 13 No. 1 (2019)

    Volume 13, Number 1
    Special Issue: Reciprocal Learning

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  • Volume 12 Number 2
    Vol. 12 No. 2 (2018)

    The cover for this issue of the Journal of Teaching and Learning is a sound cover by Sefton, Terry & Ricketts, Kathryn. (2017). Postcard 3. From Stories of Windsor: Sites of fascination and performances of place.

    Click to listen!

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  • Duart III (2018) by Wayne Tousignaunt. Mixed media sculpture 12" x 18" consisting of wood, slate, copper and found objects. Photo Credit: Tory James

    Vol. 12 No. 1 (2018)

  • Special Issue: STEAM Education
    Vol. 11 No. 2 (2018)

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  • Vol. 11 No. 1 (2017)

  • Vol. 10 No. 1 (2015)

  • Vol. 9 No. 1 (2013)

  • Vol. 8 No. 2 (2012)

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