Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submissions to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of one of the submissions, please email the designated editorial contact below.
If you haven’t reviewed for us before, please include a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (up to 200 words). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field.
Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register.
New reviewers are very welcome! We provide a developmental environment for those interested in this important community service—so why not try something new today!
| No. | Type | Title and abstract | Editorial contact |
| 1585 | Paper | Bringing learning to life: the impact of field trips on transdisciplinary education Diverse and complex global challenges demand innovation in pedagogy. While these challenges are multifaceted, transdisciplinary approaches in higher education offer a promising way to equip students with the competencies needed to address wicked problems holistically. This paper examines how transdisciplinary education can be enriched through an experiential learning approach using field trips and assesses its relevance. By immersing students in real-world institutional settings, these field trips provide practical insights into transdisciplinary practices and serve as a key component of a transdisciplinary educational framework. They foster a deeper understanding of collaborative problem-solving and the real-world application of knowledge across disciplines. At the heart of this model is the co-creation process: students who participated in these field trips co-author this paper alongside experienced experts in transdisciplinary research and education. This collaboration demonstrates how transdisciplinary education can become more inclusive, promote participatory learning, and provide a replicable blueprint for integrating transdisciplinarity into higher education. | Laura Barnett: l.barnett@surrey.ac.uk |
| 1615 | Paper | Higher education 4.0 and the AI revolution: transforming international business education for a digital-first world In the rapidly evolving digital landscape, artificial intelligence (AI) and generative AI (GenAI) are transforming business education and intercultural competence development. This paper explores the role of AI-powered tools in enhancing learning experiences, bridging cultural gaps, and equipping students with the skills necessary for an AI-driven global workforce and AI-responsible leadership. It discusses four key educational transformations essential for the future of international business education: the ontological turn, evolutionary pedagogies, AI-driven student engagement, and the development of personal and professional skills. The study highlights the integration of AI tools in business education, including AI-powered simulations, chatbots, and adaptive learning platforms that support critical thinking, cross-cultural communication, and ethical decision-making. Additionally, it examines challenges such as bias in AI models, data privacy concerns, and the need for responsible AI use. By strategically incorporating AI-enhanced learning into curricula, business schools can ensure digitally fluent graduates are well-equipped to navigate the complexities of an increasingly interconnected and AI-driven economy. | Lee Fallin: Lee.Fallin@hull.ac.uk |
| 1626 | Opinion piece | From classroom to global consensus: SimONU as a catalyst for experiential learning in higher education This opinion piece argues for the transformative value of Model United Nations (MUN) simulations, particularly SimONU, in higher education as powerful means for experiential learning, global citizenship education, and Learning Development. Drawing on observations from the SimONU event hosted by a European higher education institution in partnership with the United Nations Regional Information Centre (UNRIC), the article highlights the pedagogical, social, and developmental benefits of engaging students in structured, role-based international diplomacy. This piece is grounded in educational theory and explores how such simulations foster essential skills including research, negotiation, collaboration, and critical thinking in Higher Education contexts, while simultaneously offering inclusive, context-rich learning environments. The piece concludes with a call for broader integration of experiential, globally oriented pedagogies within higher education to better prepare students for the complexities of a multipolar, interdependent world. | Steven Briggs: steve.briggs@beds.ac.uk |
N.B. it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
Thank you, and we look forward to hearing from you!
With warm wishes on behalf of the Editorial Board,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education