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 |
| 1531 | Paper | How AI literate are academic staff? Exploring AI adoption and learning development implications in higher education This study explores the level of Artificial Intelligence (AI) literacy among academic staff. Using the Technological Pedagogical Content Knowledge (TPACK) framework, we employed mixed-method research, collecting data from 106 academic staff members across various disciplines. We investigated the challenges and benefits of educators adopting AI as well as their AI understanding, abilities, confidence, and competencies. Our findings indicate a low rate of AI adoption by academics, with most applying them superficially for lower-order tasks. Our findings also reveal the differential weighting of the TPACK framework components—Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK), with major concern raised by staff on TPK where it is indicated that staff need guidance and training on how to leverage AI in their teaching. The significance of this paper lies in its exploration of the current state of AI adoption among academic staff, highlighting both its benefits and challenges. With limited existing research on staff AI literacy, this study makes a unique and valuable contribution to the discourse. Furthermore, the integration of the TPACK framework offers a crucial perspective, emphasising the need for a more comprehensive and effective incorporation of AI into educational practices. | Vic Boyd Victoria.Boyd@cityofglasgowcollege.ac.uk |
| 1535 | Paper | An empirical analysis of the integration of education for sustainable development in higher education institutions in Botswana 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 |
| 1546 | Paper | Establishing an international taxonomy of academic language and learning development practitioner roles: typical operational duties and specialisms In contrast to librarians (CILIP, no date) there is no formally recognised classification of academic language and learning development job role types. In practice, this mean that LD practitioners with similar job titles often have quite different roles. In the absence of clearly defined job roles, the valuable contributions made by academic language and learning development practitioners and associated specialist skills and knowledge are not always well understood (Bickle, Johnson and White, 2024). As proposed by Briggs (2025), this article reports results from an international study (primarily comprising UK, Canada and New Zealand) that sought to establish the principal duties and specialisms synonymous with working in the academic language and learning development field. Based on data from 92 respondents, it was possible to develop an academic language and LD practitioner taxonomy, which details the most typical areas of work and areas of specialism. Implications for applying the taxonomy are considered. | Chad McDonald c.mcdonald@mmu.ac.uk |
| 1548 | Paper | Voices in forensics: exploring student perceptions of oral presentations and podcasts as assessment tools in forensic science education Innovative assessment methods are increasingly being explored to enhance student engagement and learning outcomes. This study examines the effectiveness of podcast assessments as an alternative to traditional written and oral assessments in higher education. Using a mixed-methods approach, student perceptions were analysed through Likert-scale questionnaire responses and qualitative feedback. The results (n=13) indicate that students found podcast assessments highly engaging and preferable to traditional written and oral assessments. Additionally, students reported improvements in verbal communication and creativity, while also experiencing lower stress levels compared to conventional oral presentations. Qualitative responses further highlighted that podcasting fostered deeper engagement with course content, promoted creative expression, and allowed for a more conversational and flexible assessment experience. However, some students noted challenges related to technical skills, content structuring, and the absence of immediate audience feedback. While the majority supported integrating more podcast assessments into future coursework, a minority preferred traditional presentations for their public-speaking benefits. These findings suggest that podcast assessments provide an engaging and student-centred alternative to conventional formats, aligning with contemporary shifts in higher education pedagogy. To maximize their effectiveness, educators should offer structural and technical support while considering hybrid or flexible assessment models. Future research should explore the long-term impact of podcast assessments on learning outcomes across various disciplines. | 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,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education