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 (not the whole list).
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. Why not try something new today?
| No. | Type | Title and abstract | Editorial contact |
| 1814 | Paper | An analysis of the emotional and cognitive impact of technology on English language students learning Digital technology is essential in education, but its excessive use can lead to technostress (TS) and techno-fatigue (TF), particularly among future English teachers. This study examines the relationship between prolonged technology use and these effects in university students, exploring: 1) technological dependence and its link to TS and TF, 2) the classification of their negative impacts, and 3) mitigation strategies. Grounded in theories and concepts such as Cognitive Load Theory, Technostress, Digital Attention Capacity, and Screen Fatigue, the study adopts a qualitative approach through focus groups with students from the Bachelor’s in English Language Teaching (LEI) program at [University] in [Country]. The results reveal that continuous exposure to devices leads to physical and mental exhaustion, cognitive overload, decreased attention, and discomfort such as eye strain and postural pain. As mitigation strategies, students use scheduled breaks and physical activity. The study concludes that it is necessary to balance technology use with flexible pedagogical practices and periods of disconnection, prioritizing social interaction to counteract the adverse effects of prolonged digital education. | Laura Dyer: L.V.Dyer@Leeds.ac.uk |
| 1838 | Paper | Navigating the AI era: the influence of artificial intelligence on undergraduate students’ academic and social behaviour The rapid integration of artificial intelligence (AI) applications in education has significantly transformed academic and social behaviours among undergraduate students. This study explores the dual impact of AI tools on students’ academic and social behaviour. Adopting an exploratory, cross-sectional design, semi-structured interviews were conducted with 20 undergraduate software engineering students from different institutes of X and Y. Thematic analysis (Braun and Clarke, 2006) was employed to identify patterns and themes emerging from participants’ experiences with AI applications. The analysis revealed AI as a double edge sword. While AI tools significantly enhance academic efficiency, self-efficacy, and provide crucial professional skill support, they simultaneously foster a dependency that risks undermining critical cognitive skills and deep social engagement. Key findings include the facilitation of cognitive offloading, which threatens memory and critical thinking; a shift towards convenience-driven social interactions at the expense of emotional depth; and emerging ethical concerns over originality and data privacy. This research adds to the literature by offering an in-depth qualitative perspective on AI’s dual impact on students’ academic and social behaviours. By exploring real student experiences, it provides valuable insights into the complexities of AI-driven academic and social transformations. | Lee Fallin: Lee.Fallin@hull.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.
As the festive break approaches, we’d like to thank everyone who contributes to the JLDHE community. Your support this year has been truly valued. Our editorial work will now pause for the break and will recommence on Monday 5 January 2026. In the meantime, we invite you to join us as we look back over 2025 with JLDHE Wrapped. 🎁 🎊