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 |
| 1898 | Paper | The confidence paradox: students’ use of AI as a survival strategy in the social sciences This study investigates how social sciences students at a Russell Group institution use AI in their academic work and what support they require to engage with it critically and responsibly. Drawing on student-led surveys and interviews, the research reveals widespread AI use alongside significant anxiety about ethical compliance, potential penalties, and the risk of learning loss through overreliance. Findings suggest that AI can boost some students’ confidence to carry out academic tasks such as reading and writing within their disciplines. However, many marginalised students including time-poor, neurodivergent, and English as an Additional Language (EAL) students frequently described their use of AI as an “academic survival strategy”, suggesting that occasional use of AI can open a gateway to dependency that undermines students’ long-term confidence and capacity for independent study. | Lee Fallin: Lee.Fallin@hull.ac.uk |
| 1903 | Paper | The rhythm of curriculum reform: exploring how review cycles shape curriculum responsiveness in Tanzanian universities This qualitative study explores how the frequency of curriculum reviews affects the development of responsive curricula in Tanzanian universities. It tackles the ongoing challenge of curriculum reform by examining how often curricula are reviewed to foster responsiveness. Using an interpretivist approach and qualitative description, data were gathered through in-depth interviews with 19 participants across two public and two private universities, including quality assurance directors, department heads, and academic staff. The study revealed that the mandated three-year review cycle for most bachelor’s programs is ineffective, acting more as a compliance check than a driver of meaningful development. Findings highlight inconsistency in review cycles, unsustainability, and reactive adjustments, often hindered by heavy workloads and limited resources. The conclusion emphasises that a short review horizon, without institutional support, creates a disconnect between policy and the ideals of responsiveness, leading to stagnant curricula. To fix this, the study recommends redesigning the process by extending review cycles, establishing permanent Curriculum Development Units for sustainability, and implementing a tiered review system with mid-cycle checks. These steps aim to shift the review process from periodic to continuous, fostering genuine responsiveness and curriculum improvement. | Paula Villegas Verdu: pvv1@st-andrews.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,
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education