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. Why not try something new today?
| No. | Type | Title and abstract | Editorial contact |
| 1666 | Paper | Designing a sensory room for post-secondary institutions: a community-informed needs assessment Neurodiverse students, including autistic and disabled individuals, face persistent barriers in post-secondary education related to academic accommodations, sensory regulation, and social inclusion. Sensory rooms, controlled environments designed to support self-regulation, have shown promise in K to 12 but remain uncommon in higher education. This study aimed to identify opportunities in sensory accessibility and co-develop a community-informed framework for the design and implementation of a sensory room in a post-secondary setting. A community-led consultation process involving 41 participants was conducted through semi-structured interviews. Participants were recruited via outreach to disability organizations. Thematic analysis was used to identify recurring priorities, barriers, and design principles grounded in lived experience. Six overarching themes emerged: (1) sensory-related barriers in campus environments; (2) universal support for implementing a sensory room; (3) design recommendations emphasizing sensory modulation and user control; (4) accessibility principles spanning physical, cognitive, and communicative needs; (5) inclusive, low-barrier access models; and (6) the sensory room’s potential as a site for community-building and cultural change. Participants identified specific features important for a room, and strongly opposed gatekeeping access. Sensory rooms offer a promising strategy for improving accessibility and well-being in post-secondary education, but their success requires meaningful community involvement and broader institutional commitment. This study provides a detailed, participant-driven framework for implementing sensory spaces that are inclusive, flexible, and embedded in principles of disability justice. Future research should evaluate implementation outcomes and explore the long-term impact of such spaces on academic success and campus inclusion. | Maggie Scott: M.R.Scott@salford.ac.uk |
| 1668 | Paper | The Project Pyramid: a visual pedagogic tool for research projects in higher education This paper introduces the Project Pyramid, a visual pedagogic tool for research project visualisation, navigation and management within Higher Education (HE). The Pyramid’s development and refinement has been a longitudinal process over several years, creating a non-subject-specific tool to support learners across multiple disciplines and embodying the three core principles of universal design for learning: representation, engagement and expression. Originally developed reflexively, during teaching sessions with international post-graduate students, it offers dual code benefits to typical learners, visual learners, atypical learners who struggle with singular textual formats and non-native users of English. With acknowledgement of the literature, the Project Pyramid’s relevance to contemporary learning theory, learning preferences, and culture is presented. A review of relevant project visualisation tools is conducted to provide context and comparison, including its relationship to Saunders, Lewis and Thornhill’s, (2003), Research Onion. A demonstration of the Pyramid’s application to two master’s level projects is presented, together with initial feedback that endorses its benefits as a universal pedagogic tool. | Carina Buckley: carina.buckley@solent.ac.uk |
| 1684 | Paper | Artificial intelligence in education: benefits, challenges, and perspectives from students and teachers This paper explores the diverse applications of AI in education, categorizing them into key areas such as personalized learning, teacher support, administrative tasks, and emerging technologies. Examples like AI-powered virtual tutors (e.g., Duolingo), adaptive content generation (e.g., DreamBox Learning), and immersive VR/AR platforms (e.g., zSpace) demonstrate how AI can personalize education, improve engagement, and streamline administrative tasks. However, the integration of AI in education presents challenges. Surveys conducted with 140 students and 20 teachers reveal that while a majority of students recognize the benefits of AI in enhancing learning, concerns about over-reliance on technology, reduced social interactions, and data privacy persist. For instance, 67.1% of students believe that AI tools like Google Translate would definitely help, compared to 27.2% of teachers. Similarly, 55.0% of students think VR/AR tools like zSpace would definitely help, while 81.8% of teachers share this view. Teachers express concerns about reduced interaction, with 45.4% worrying about this issue, and 54.5% highlighting the risk of distractions caused by AI tools like Cognimates. Despite these challenges, the findings suggest that AI, when used thoughtfully, can create more inclusive, engaging, and effective learning environments. This paper concludes by emphasizing the need for equitable access to AI tools, integration with traditional teaching methods, and the development of advanced AI models to support emotional and motivational aspects of learning. By addressing these challenges, AI has the potential to transform education and prepare students for a rapidly evolving future. | Maggie Scott: M.R.Scott@salford.ac.uk |
| 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 Benemérita Universidad Autónoma de Puebla in Mexico. 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 |
| 1829 | Brief Communication | Evolving frameworks for responsible and human-centred AI practice in higher education and beyond This brief communication reflects on the co-creative, cross-disciplinary discussions emerging from a symposium: ‘Responsible AI and Education’ at a university. Bringing together academics, professional services, students, external partners including [Redacted] Institute and industry representatives, the event explored how AI is transforming education. Participants focused not on technology itself but on people: how AI affects learning, teaching, and work and how institutions can evolve to meet emotional, ethical, and wellbeing needs alongside technical change. Anxiety and opportunity coexisted throughout discussions, revealing the need for reflective frameworks that integrate agility, trust, transparency, and inclusion. The paper outlines three recommendations for individuals: to reflect on their AI use, to be transparent, and to keep learning. For institutions: create safe spaces, connect policy with practice, extend access to all roles, and engage external partners to create an AI ethics ecosystem. Together, these insights call for a collective, human-centred approach to AI that supports creativity, confidence, and equity in education. | Lee Fallin: Lee.Fallin@hull.ac.uk |
| 1834 | Paper | Bridging academia and industry through curriculum partnerships This article critically examines how curriculum partnerships can bridge the gap between academic study and industry. Focusing on the collaboration between the University X and Police Y, where student address crime-prevention issues through film production, it explores how partnership-based learning fosters authentic assessment, professional readiness, and civic engagement. The curriculum partnership is grounded in theories of experiential learning (Kolb, 1984) and authentic assessment (Herrington & Oliver, 2000). They inform both pedagogical design and teaching and learning practices, providing student with hands-on professional experiences that extend beyond traditional academic assessments. Central to the research framework informing the partnership is the integration of reflective pedagogies and communities of practice. They enable students to gain real-world insights and engage with professionals in the field in advance of graduation. Using a mixed-methods, practice-led approach, through combining quantitative module and survey data with qualitative reflections from students and graduates, demonstrated that embedded industry partnerships can strengthen employability readiness. Findings show that co-designed, client-led assessments enhanced module engagement, employability awareness, and civic responsibility. | 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.
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