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 |
| 1670 | Opinion piece | Reimagining healthcare education: considerations from a hybrid occupational therapy program Hybrid educational delivery models are becoming more prevalent in professional healthcare programs, demonstrating an increased commitment to fostering accessible learning environments. However, tensions surrounding hybrid professional education, especially in healthcare professions, still exist. Hybrid education can be defined as a blend of in-person and online learning (Hunter et. al, 2025). This opinion essay argues that hybrid OT programs present a replicable model for combining virtual flexibility while retaining hands-on skill acquisition. The prevalence of occupational therapy (OT) educational programs that are delivering content in a hybrid format continues to grow. The versatility of this hybrid education model offers broader implications for learning development professionals across other healthcare and graduate disciplines. Building upon pandemic-era innovations and emerging workforce demands, we examine challenges in remote professional skills education such as facilitating practical training, supporting digital equity, and preserving a sense of community. We also propose solutions transferable to other practice-based fields. We call on educational developers to adopt an intentional, evidence-based hybrid design that prepares learners for complex, tech-integrated professions. | Lee Fallin: Lee.Fallin@hull.ac.uk |
| 1673 | Paper | Lecturers’ perceptions of ICT use in a South African private higher education Faculty of Education This study explores lecturers’ perceptions and lived experiences of Information and Communication Technology (ICT) integration within a South African Faculty of Education. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and the Technology Acceptance Model (TAM), the research employed a mixed-methods design, drawing on quantitative and qualitative data from a purposive sample of 56 academic staff members. Six thematic findings emerged. While infrastructural provision was deemed largely adequate, persistent disparities in student access, intermittent internet connectivity, and variable technical support revealed enduring digital inequities. Although all participants had engaged in institutional ICT training, some criticised its limited contextual differentiation and pedagogical applicability. Notably, high levels of technological self-efficacy amongst lecturers facilitated the adoption of hybrid teaching practices; however, these were frequently constrained by curriculum overload, insufficient institutional backing, and a broader lack of systemic alignment. Student disengagement – exacerbated by digital fatigue and socio-economic precarity – further impeded effective ICT integration. Nevertheless, emergent practices of peer collaboration and aspirational orientations towards student-centred pedagogies suggest a nascent shift towards more transformative digital engagement. The findings underscore the imperative for responsive infrastructure, differentiated professional learning pathways, and institutional policies that explicitly confront structural barriers to ICT-mediated teaching and learning. | Laura Barnett: l.barnett@surrey.ac.uk |
| 1676 | Case study | Lego® Serious Play®: encouraging a deeper level of reflection in higher education Self-reflection is essential for professional growth and continuous learning in higher education. However, many challenges have been made apparent with traditional reflective techniques. LEGO® SERIOUS PLAY® (LSP) is a kinaesthetic learning experience, whereby Lego bricks are used to create an engaging and playful environment. This case study discusses how we have used LSP to support our students in developing their reflective skills while also gaining a deeper and more meaningful experience from the reflective process. It starts by outlining the barriers to self-reflection in higher education and the different methods utilised in some of the literature. Then it describes the LSP method that we used to support students to reflect on their own clinical experience. The case study concludes by arguing that LSP can provide an inspiring tool for students and staff to facilitate self-reflection. | 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.
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