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 |
| 1917 | Paper | Learning Development as relational praxis: rethinking reach, value, and impact This article reconceptualises Learning Development (LD) as relational academic literacies praxis shaping belonging, agency and learner trajectories in higher education. Drawing on interviews, focus groups and practitioner reflection, the study explores how mature, multilingual and under-represented students experience LD through the interconnected dimensions of reach, value and impact. Findings show that LD extends beyond metric-based evaluation, producing outcomes in confidence, academic literacies, autonomy and institutional belonging. LD supported identity development and professional readiness while enabling learners to negotiate academic norms. The article proposes the Relational Academic Literacies Model (RALM) — a cyclical Reach–Value–Impact framework for evaluating LD through qualitative evidence. The model challenges deficit interpretations of academic support and foregrounds voice, equity and lived experience. The study demonstrates how qualitative evaluation illuminates learning processes often excluded from institutional metrics and argues that LD should be recognised as relational and situated practice for learners positioned outside dominant academic norms. | Steve Briggs: steve.briggs@beds.ac.uk |
| 1931 | Paper | Use of artificial intelligence tools by students in higher education The increasing availability of artificial intelligence (AI) tools presents both opportunities and challenges in higher education. This study examined how students use AI for academic tasks and how AI use relates to learning confidence, learning behaviours, academic integrity perceptions, and perceived fairness in assessment. A cross-sectional survey of 131 higher education students assessed AI-use frequency, AI literacy, and related learning variables. Descriptive statistics, Pearson correlations, MANOVA, and multiple regression analyses were conducted. AI use was common, with most students reporting moderate or frequent use. AI literacy significantly predicted several learning outcomes, and its interaction with AI use predicted learning behaviours, highlighting the importance of AI literacy development. | 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 titles or abstracts 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