Dear colleagues,
We’re seeking offers to undertake double 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 |
| 2148 | Paper | Technology-Enhanced Learning and the evolution of student support: lessons for learning development from the University of XXXX (2000–2025) This paper explores the 25-year evolution of Technology-Enhanced Learning (TEL) and its impact on student support at the University of XXXX. Examining the transition from early Virtual Learning Environments (VLEs) to modern AI-driven personalized learning, we investigate how digital interventions influence academic engagement, retention, and student success. Utilizing a mixed-methods approach combining qualitative stakeholder insights with longitudinal engagement and progression data, this study demystifies analytical metrics to offer an accessible, practical evaluation of digital learning development. Rather than focusing solely on institutional mechanics, findings highlight transferable strategies for integrating human-centered learning development alongside emerging technologies. We offer actionable recommendations for higher education practitioners seeking to balance digital innovation with equitable, inclusive student support in their own institutional contexts. | Angela Newton: a.j.newton@leeds.ac.uk |
| 2264 | Case study | Making SENSE of GenAI: a case study of an embedded heuristic for critical AI literacy in higher education Generative artificial intelligence (GenAI) offers learning support but can produce inaccurate, biased, outdated, or misleading outputs. This case study presents SENSE, a practical heuristic designed to support students’ critical evaluation of AI-generated information. SENSE prompts students to consider Source, Evidence, Notes, Scrutiny, and Error before trusting or using AI-generated outputs. The heuristic has been embedded within undergraduate and postgraduate psychology teaching through induction slides, module descriptors, virtual learning environments, and student-facing guidance materials. The case draws on retrospective practitioner reflection, documented wording revisions, and the teaching materials into which SENSE was incorporated; student uptake and educational effects have not yet been evaluated. A reusable template enabled incorporation into existing teaching materials, with the surrounding guidance streamlined for induction while the core prompts remained unchanged. The case contributes to Learning Development practice by documenting how responsible GenAI guidance can be embedded through consistent evaluative prompts and context-sensitive explanation. | Amy Sampson: a.sampson@greenwich.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