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 |
| 1535 | Paper | An empirical analysis of the integration of education for sustainable development in higher education The integration of Education for Sustainable Development (ESD) into the curricula of higher education institutions (HEIs) is critical for advancing global sustainability objectives. This study aimed to assess the extent of ESD integration in the curricula of HEIs in Botswana, examine current practices, challenges and identify areas for improvement. Guided by systems theory, constructivist theory, and transformative learning theory, the study was conducted on a sample of four out of ten registered HEIs in Botswana. A stratified random sampling method was used to select academic staff from various faculties, and data were collected through structured and semi-structured survey. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. The findings revealed that ESD integration in Botswana’s HEIs is inconsistent and limited. While some institutions include sustainability topics, few offer specialized courses, indicating a lack of depth of ESD in the HEIs in the nation. Key challenges identified include limited resources, insufficient institutional policies, and a lack of ongoing professional development for staff. The absence of a unified ESD policy framework and low student engagement in sustainability initiatives further hinder integration efforts. The study recommends developing a comprehensive, university-wide ESD policy, revising curricula to incorporate sustainability across all disciplines, and enhancing faculty development programs. National policy support is also essential for creating coherence and consistency, and empowering students to address sustainability challenges is a step in the right direction. | Laura Dyer L.V.Dyer@leeds.ac.uk |
| 1542 | Opinion piece | Proposing a linguistic repertoires perspective in multilingual higher education contexts Anglophone higher education institutions have embraced cultural diversity but continue to approach linguistic diversity through a deficit perspective, often treating multilingualism as an obstacle rather than a resource (Preece et al., 2018). This paper argues for the adoption of a linguistic repertoires perspective in learning design to leverage students’ full linguistic capacities, thereby enhancing cognitive engagement, fostering inclusivity, and contributing to the decolonization of academic spaces. Drawing on Cummins (2007), I explore how linguistic repertoires function as cognitive tools, aiding comprehension and critical thinking. Additionally, insights from Park and May (2024) and Preece (2019) illustrate how integrating linguistic repertoires in learning design promotes inclusion and challenges linguistic discrimination. Finally, inspired by Wei and García (2022), I position linguistic repertoires as central to a decolonizing agenda in higher education. I call upon learning designers to create pedagogical frameworks that recognize linguistic diversity as an asset, facilitating equitable and enriched educational experiences. | Laura Dyer L.V.Dyer@leeds.ac.uk |
| 1543 | Case study | An assessment development framework and application before and during the age of AI AI has drawn the focus of tertiary educators to the design of assessments, but the orthodoxies of past assessment and feedback approaches and values often remain. The underlying issues of reliance on product-based assessment and lack of literacy about what constitutes assessment for learning continue to be significant issues underlying resistance to the development of assessment practice that academic developers face. This article uses a case study to explore the relationship between a resource for the academic development of assessment practice among teaching staff at an Australian university, the Assessment Development Framework (ADF), and the continuity of the solutions it provides for evidencing and evaluating learning both prior to and during the age of AI. Attention is also given to the role of this sort of resource in academic development in conceptualising assessment across a range of teaching skills levels and the constant role of prioritising student learning needs in solving any technological challenge. | Paula Villegas Verdu pvv1@st-andrews.ac.uk |
| 1550 | Paper | Portfolios with SOUL or towards a conceptual framework of portfolio-based learning as assessment This article explores the collective thinking associated with the design of a framework for portfolio-based learning as assessment within a series of Student Orientated Unbounded Learning (SOUL) modules as part of the Discovery offer at the University of XXX currently under development. Four dimensions: purpose, product, process, people are explored as a framework in relation to the design of a conceptual framework to illustrate key pedagogic design considerations to create opportunities for meaningful engagement with portfolio-based learning to develop reflective skills in a critical, creative and connected way that has the potential to boost action. The article proposes that digital portfolios are increasingly relevant as a means of defining, developing and delivering a transformational pedagogical framework for participant-led learning. | Vic Boyd Victoria.Boyd@cityofglasgowcollege.ac.uk |
| 1555 | Opinion piece | Exploring the transformative potential of generative ai in academia: a multi-faceted analysis Generative AI can be leveraged for learning development by transforming teaching, service, and research in academia. From personalized learning experiences to improving administrative efficiency, and revolutionizing content delivery, AI can positively affect learning development for all stakeholders. Both the benefits and limitations of AI in these areas are examined including ethical concerns to provide a comprehensive view of AI’s role in academia. | Vic Boyd Victoria.Boyd@cityofglasgowcollege.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
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education