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 any of these articles, please email the designated Section Editor 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 | Section Editor |
| 1487 | Opinion Piece | ‘Forced to change’: how AI will redefine higher education tomorrow Higher education (HE) policy framers and practitioners are grappling with how AI capabilities can be harnessed to promote teaching and learning. As AI modelling continues to develop no one can predict the level to which it will radically transform higher education. Research may likely provide some insightful ideas to frame policy guidelines and practice. Current literature discussions predict AI use in HE will impact lesson design, pedagogy planning and student learning. It is prudent that the discourses on the impact of AI application in HE looks beyond just embedding the flexibility it provides into facilitating active learning and lesson design strategies. Chances are the way HE programs are traditionally packaged over long years of studies and high cost will no longer be sustainable. Learners will drift towards selecting short employable courses that collectively count towards a degree. This allows learners to study what they need for any target job such that they can combine work and studies. The challenge going forward will be pivoted around how higher education institutions can adapt the iterative change powered by AI modelling to deliver programs while maintaining quality standards in policy and practice, and learners’ agency. | Lee FallinLee.Fallin@hull.ac.uk |
| 1491 | Paper | ChatGPT in academic assessments: upholding integrity This study examines the impact of AI, particularly ChatGPT, on academic integrity and assessment practices in higher education. As AI integration grows, concerns about its potential to undermine academic rigor and increase inequalities have surfaced. Through interviews with students and a lecturer, the research explores the benefits and challenges of using ChatGPT in academic work. The innovative approach of having students use ChatGPT to write assignments highlights both efficiency gains and the need for responsible use. Findings reveal the importance of using AI-generated content as a supplement rather than a replacement for traditional learning, with concerns about its potential misuse. The study advocates for updated integrity policies and clear guidelines to ensure AI enhances, rather than compromises, education. Emphasising ethical AI use and process-oriented assessments, the study offers strategies to promote fairness, integrity, and critical thinking in the digital age. | Lee FallinLee.Fallin@hull.ac.uk |
| 1488 | Paper | Participatory filmmaking: bridging education and industry through a collaborative approach This article examines the potential of curriculum partnerships in equipping students with skills for the professional world. Using the UNIVERSITY’S collaborative partnership with POLICE as a case study, the article highlights how participatory filmmaking can bridge the gap between academic training and workforce demands. Recognising employers’ concerns about graduate readiness, this initiative integrates experiential learning and real-world employability experiences into the curriculum, providing students with hands-on professional experiences that move beyond end point assessments. Participatory filmmaking—where students work alongside POLICE and their partners—supports students’ development of employability skills while creating films that align with POLICE’S crime prevention goals, addressing real-world concerns and fostering civic responsibility. In this way, the partnership underscores the role of arts for social change, particularly when presenting marginalised voices and promoting community empowerment. Grounded in career EDGE and USEM employability models, the partnership enables students to develop transferable skills, such as communication and collaboration, in a professional context. By embedding experiential learning into Higher Education (HE), this partnership exemplifies how university-industry collaboration can prepare graduates for meaningful careers while impacting societal issues. | Lee FallinLee.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 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
JLDHE
Journal of Learning Development in Higher Education