Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Abulibdeh, Ammar, Esmat Zaidan, and Rawan Abulibdeh. “Navigating the Confluence of Artificial Intelligence and Education for Sustainable Development in the Era of Industry 4.0: Challenges, Opportunities, and Ethical Dimensions.” Journal of Cleaner Production 437 (2024): 140527.

Agboola, Oluwagbemiga Paul, and Mustafa Tunay. “Urban Resilience in the Digital Age: The Influence of Information-Communication Technology for Sustainability.” Journal of Cleaner Production 428 (2023): 139304.

Ainscow, M. “Concepts of Inclusion.” In Inclusive Education A Framework for Reform, edited by V. Heung and M. Ainscow, 1–15.  Hong Kong: Hong Kong Institute of Education, 2004.

Ainscow, Mel. “Inclusion and Equity in Education: Making Sense of Global Challenges.” Prospects 49, no. 3 (2020): 123–34.

Allensworth, Elaine, Sarah Cashdollar, and Julia Gwynne. “Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago.” AERA Open 7 (January 10, 2021). https://doi.org/10.1177/2332858420986872.

Andrews, Isaiah, and Maximilian Kasy. “Identification of and Correction for Publication Bias.” American Economic Review 109, no. 8 (2019): 2766–94.

Bernhardt, Victoria L. Data Analysis for Continuous School Improvement. Routledge, 2017.

Bozkurt, Aras, Xiao Junhong, Sarah Lambert, Angelica Pazurek, Helen Crompton, Suzan Koseoglu, Robert Farrow, Melissa Bond, Chrissi Nerantzi, and Sarah Honeychurch. “Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape.” Asian Journal of Distance Education 18, no. 1 (2023): 53–130.

Brown, J. E., and A. K. Sanford. “Culturally and Linguistically Responsive Multi-Tiered Support Systems for English Learners: Assessment across the Tiers.” In  Supporting English Learners in the Classroom: Best Practices for Distinguishing Language Acquisition from Learning Disabilities, edited by E. M. Haas and J.E. Brown, 65–93.  Teachers College Press, 2019.

Brown, Julie Esparza, Amanda K Sanford, and Donna Sacco. “Multi-Tiered System of Supports for Multilingual Learners: Using Culturally and Linguistically Aligned Practices.” National Center on Intensive Intervention, 2024.

Cech, Thomas G., Trent J. Spaulding, and Joseph A. Cazier. “Data Competence Maturity: Developing Data-Driven Decision Making.” Journal of Research in Innovative Teaching & Learning 11, no. 2 (November 28, 2018): 139–58. https://doi.org/10.1108/JRIT-03-2018-0007.

Chan, Cecilia Ka Yuk. “A Comprehensive AI Policy Education Framework for University Teaching and Learning.” International Journal of Educational Technology in Higher Education 20, no. 1 (2023): 38.

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Darling-Hammond, Linda. “Reimagining American Education: Possible Futures.” Phi Delta Kappan 103, no. 8 (May 9, 2022): 54–57. https://doi.org/10.1177/00317217221100012.

———. “Reinventing Systems for Equity.” ECNU Review of Education 7, no. 2 (June 12, 2024): 214–29. https://doi.org/10.1177/20965311241237238.

Department of Education. Education White Paper 6: Special Needs Education Building an Inclusive Education and Training System.  Pretoria: Government Printer, 2001.

Douglas, Scott, Chris Ansell, Charles F Parker, Eva Sørensen, Paul ‘T Hart, and Jacob Torfing. “Understanding Collaboration: Introducing the Collaborative Governance Case Databank.” Policy and Society 39, no. 4 (October 1, 2020): 495–509. https://doi.org/10.1080/14494035.2020.1794425.

Fien, Hank, Jean Louise M. Smith, Scott K. Baker, Erin Chaparro, Doris Luft Baker, and Jorge A. Preciado. “*Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention.” Assessment for Effective Intervention 36, no. 3 (June 15, 2011): 143–57. https://doi.org/10.1177/1534508410392207.

Fleener, M. Jayne. “Re-Searching Methods in Educational Research: A Transdisciplinary Approach.” In Complex Dynamical Systems in Education, 9–21. Cham: Springer International Publishing, 2016. https://doi.org/10.1007/978-3-319-27577-2_2.

Fortuna, Lisa R, Amalia Londoño Tobón, Yohanis Leonor Anglero, Alejandra Postlethwaite, Michelle V Porche, and Eugenio M Rothe. “Focusing on Racial, Historical and Intergenerational Trauma, and Resilience: A Paradigm to Better Serving Children and Families.” Child and Adolescent Psychiatric Clinics of North America 31, no. 2 (2022): 237–50.

Gallegos-Rejas, Victor M, Emma E Thomas, Jaimon T Kelly, and Anthony C Smith. “A Multi-Stakeholder Approach Is Needed to Reduce the Digital Divide and Encourage Equitable Access to Telehealth.” Journal of Telemedicine and Telecare 29, no. 1 (2023): 73–78.

Gusenbauer, Michael. “Search Where You Will Find Most: Comparing the Disciplinary Coverage of 56 Bibliographic Databases.” Scientometrics 127, no. 5 (May 6, 2022): 2683–2745. https://doi.org/10.1007/s11192-022-04289-7.

Gusenbauer, Michael, and Neal R Haddaway. “Which Academic Search Systems Are Suitable for Systematic Reviews or Meta‐analyses? Evaluating Retrieval Qualities of Google Scholar, PubMed, and 26 Other Resources.” Research Synthesis Methods 11, no. 2 (2020): 181–217.

Haider, U. “Innovative Pedagogy: Melding Interdisciplinary and Artificial Intelligence in Education.” Journal Environmental Sciences and Technology 2, no. 1 (2023): 176–83.

Hoover, John J., Lucinda Soltero-González, Chao Wang, and Shelley Herron. “Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools.” Rural Special Education Quarterly 39, no. 1 (March 29, 2020): 4–16. https://doi.org/10.1177/8756870519847466.

Iheakanwa, Juliana Uloma, Sunday Obro, and Williams Pius Akpochafo. “Reading Ability, Study Habits and Students’ Academic Performance in Social Studies.” Reading, 2021.

Jardinez, Mayonel J, and Lexter R Natividad. “The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom.” Shanlax International Journal of Education 12, no. 2 (March 1, 2024): 57–65. https://doi.org/10.34293/education.v12i2.7182.

Kart, Ayse, and Mehmet Kart. “Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature.” Education Sciences 11, no. 1 (2021): 16.

Kelly, Kevin, and Todd D Zakrajsek. Advancing Online Teaching: Creating Equity-Based Digital Learning Environments. Taylor & Francis, 2023.

Khonturaev, S I. “The Evolution Of Artificial Intelligence: A Comprehensive Exploration For Higher Education.” Best Journal of Innovation in Science, Research and Development 2, no. 11 (2023): 700–706.

Klevan, Sarah. “Building a Positive School Climate Through Restorative Practices,” October 2021. https://doi.org/10.54300/178.861.

Kraus, Sascha, Matthias Breier, and Sonia Dasí-Rodríguez. “The Art of Crafting a Systematic Literature Review in Entrepreneurship Research.” International Entrepreneurship and Management Journal 16, no. 3 (2020): 1023–42.

Lane, K.L., E.A. Common, D.J. Royer, and W.P. Oakes. “Conducting Systematic Reviews of the Literature: Guidance for Quality Appraisal.” In  Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities), edited by M. Tankersley, B.G. Cook, and T.J. Landrum, 32:109–30.  Bingley:  Emerald Publishing Limited, 2022.

Lane, Kathleen Lynne, Erik W. Carter, Abbie Jenkins, Lauren Dwiggins, and Kathryn Germer. “Supporting Comprehensive, Integrated, Three-Tiered Models of Prevention in Schools.” Journal of Positive Behavior Interventions 17, no. 4 (October 13, 2015): 209–22. https://doi.org/10.1177/1098300715578916.

Lane, Laura, and Rachel Birds. “Contextual Admissions and Affirmative Action: Developments in Higher Education Policy in England.” Perspectives: Policy and Practice in Higher Education 17, no. 4 (October 4, 2013): 135–40. https://doi.org/10.1080/13603108.2013.830154.

Manuel, L. A. F., M. M. Reyes, M. C. D. Cadiz, and L. R. Natividad. “ 21st Century Management and Leadership in Education and the Modern Workplace: Roles, Responsibilities, and Coping Strategies of School Leaders.”  International Journal of Learning, Teaching and Educational Research 14, no. 4 (2024): 29–45.

Mashile, E.O., A. Fynn, and M. Matoane. “Institutional Barriers to Learning in the South African Open Distance Learning Context.” South African Journal of Higher Education 34, no. 2 (May 2020). https://doi.org/10.20853/34-2-3662.

Miseliūnaitė, Brigita, and Gintautas Cibulskas. “Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania.” Education Sciences 14, no. 6 (May 30, 2024): 592. https://doi.org/10.3390/educsci14060592.

Morelle, M. “Collaborative Engagement Between Stake Holders in Enhancing Successful Identification of Learners with Barriers.”  International Journal of Innovative Science and Research Technology 8, no. 9 (2023): 1552–54.

Morelle, Mokwena, and Glory Maria Morelle. “Active Partnership, Community Engagement, and Intersectoral Collaboration Are Needed to Enhance the Successful Implementation of Inclusive Education at Full-Service Schools.” International Journal of Studies in Inclusive Education 1, no. 2 (December 20, 2024): 52–55. https://doi.org/10.38140/ijsie.v1i2.1573.

Motitswe, Jacomina. “The Role of Institute Level Support Teams in Addressing Barriers to Learning and Provide Support in Schools. Are They Functional.” Mediterranean Journal of Social Sciences 5, no. 8 (2014): 259–64.

Mustafa, D. “Smart Classrooms, Bright Minds: The Intersection of Education and Artificial Intelligence.” Journal Environmental Sciences And Technology 2, no. 1 (2023): 150–58.

Natividad, L R. “Understanding Alternative Conceptions: Constructivism and Nature of Science Approach.” Lukad: An Online Journal of Pedagogy 2, no. 1 (2022): 21–30.

Nel, Norma, Lloyd Tlale, Petra Engelbrecht, and Mirna Nel. “Teachers’ Perceptions of Education Support Structures in the Implementation of Inclusive Education in South Africa.” Koers – Bulletin for Christian Scholarship 81, no. 3 (December 15, 2016): 17–30. https://doi.org/10.19108/KOERS.81.3.2249.

Nkoma, Elliott, and Johnnie Hay. “Educational Psychologists’ Support Roles Regarding the Implementation of Inclusive Education in Zimbabwe.” Psychology in the Schools 55, no. 7 (August 28, 2018): 850–66. https://doi.org/10.1002/pits.22147.

Oliveira‐Duarte, Larissa, Diane Aparecida Reis, Andre Leme Fleury, Rosana Aparecida Vasques, Homero Fonseca Filho, Mikko Koria, and Julia Baruque‐Ramos. “Innovation Ecosystem Framework Directed to Sustainable Development Goal# 17 Partnerships Implementation.” Sustainable Development 29, no. 5 (2021): 1018–36.

Onu, Peter, Anup Pradhan, and Charles Mbohwa. “Potential to Use Metaverse for Future Teaching and Learning.” Education and Information Technologies 29, no. 7 (May 2, 2024): 8893–8924. https://doi.org/10.1007/s10639-023-12167-9.

Parry, Sally, and Ellen Metzger. “Barriers to Learning for Sustainability: A Teacher Perspective.” Sustainable Earth Reviews 6, no. 1 (2023): 2.

Perry, B. D., and O. Winfrey.  What Happened to You?: Conversations on Trauma, Resilience and Healing. Flatiron Books, 2021.

Ramberg, Joacim, Sara Brolin Låftman, Emma Fransson, and Bitte Modin. “School Effectiveness and Truancy: A Multilevel Study of Upper Secondary Schools in Stockholm.” International Journal of Adolescence and Youth 24, no. 2 (2019): 185–98.

Roberts, Garrett J, Colby Hall, Eunsoo Cho, Brooke Coté, Jihyun Lee, Bingxin Qi, and Jacklyn Van Ooyik. “The State of Current Reading Intervention Research for English Learners in Grades K–2: A Best-Evidence Synthesis.” Educational Psychology Review 34, no. 1 (2022): 335–61.

Rubin, Adam, and Ali Brown. “Unlocking the Future of Learning by Redesigning Educator Learning.” In Sustainability, Human Well-Being, and the Future of Education, 235–68. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-319-78580-6_7.

Ryland, Samuel, Lee N. Johnson, and Julia C. Bernards. “Honoring Protective Responses: Reframing Resistance in Therapy Using Polyvagal Theory.” Contemporary Family Therapy 44, no. 3 (September 24, 2022): 267–75. https://doi.org/10.1007/s10591-021-09584-8.

Şahin, Harun, Meriç Eraslan, and Muhammed Ali Özkan. “Investigation of High School Students’ Social Emotional Learning Skills and Social Media Use.” Frontiers in Psychology 15 (January 6, 2025). https://doi.org/10.3389/fpsyg.2024.1425497.

Schreffler, Jillian, Eleazar Vasquez III, Jacquelyn Chini, and Westley James. “Universal Design for Learning in Postsecondary STEM Education for Students with Disabilities: A Systematic Literature Review.” International Journal of STEM Education 6, no. 1 (December 4, 2019): 8. https://doi.org/10.1186/s40594-019-0161-8.

Scott, LaRon A. “Barriers with Implementing a Universal Design for Learning Framework.” Inclusion 6, no. 4 (2018): 274–86.

Siegle, D., and T. S. Hook. “Learning from and Learning with Technology.” In Content-Based Curriculum for Advanced Learners, edited by J. Van Tassel- Baska and C. A. Little, 4th ed., 595–618. London: Routledge, 2023.

Skae, Vera A., Bruce J.L. Brown, and Pamela D. Wilmot. “Teachers’ Engagement with Learners in Inclusive Foundation Phase Classrooms.” South African Journal of Childhood Education 10, no. 1 (December 17, 2020). https://doi.org/10.4102/sajce.v10i1.873.

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Villeneuve, André, and Yamina Bouchamma. “Data-Driven Decision Making Using Local Multi-Source Data: Analysis of a Teacher-Researcher’s Professional Practice.” Teaching and Teacher Education 132 (October 2023): 104198. https://doi.org/10.1016/j.tate.2023.104198.

Wang, Yan, Zhihua Liu, and Chenglin Tu. “Advancing Sustainable Development Goal 4 Through a Scholarship of Teaching and Learning: The Development and Validation of a Student-Centered Educational Quality Scale in Developing Countries.” Sustainability 17, no. 10 (May 12, 2025): 4369. https://doi.org/10.3390/su17104369.

Weingarten, Zachary, and Paul K Steinle. “Using Diagnostic Data to Inform Intervention Planning.” National Center on Intensive Intervention, 2023.

Wood, Margaret, and Feng Su. “Parents as ‘Stakeholders’ and Their Conceptions of Teaching Excellence in English Higher Education.” International Journal of Comparative Education and Development 21, no. 2 (2019): 99–111.

Zhang, Jixian. “Research on the Theoretical Framework and Practical Form of Provincial Lifelong Education Community.” OALib 07, no. 04 (2020): 1–16. https://doi.org/10.4236/oalib.1106287.

Professor Lloyd Daniel Nkoli Tlale is a professor in the Department of Psychology of Education at the University of South Africa. He joined UNISA after being a teacher and a teachers’ college lecturer for several years. He was previously an education specialist for the Department of Basic Education, supporting and training teachers in inclusive education. Currently, his responsibilities include teacher training (tuition), postgraduate supervision, research and community engagement projects. He is also the head of department – Psychology of Education at the University of South Africa. His research interests include gifted child education, orphans and vulnerable children, children in conflict with the law, social justice and qualitative research.

Tlale, Lloyd Daniel Nkoli. “Use of Technology for the Effectiveness of School Support Systems in Addressing Barriers to Learning.” Journal of Education and Learning Technology  6, no. 12 (2025): 1231 – 1247. https://doi.org/10.38159/jelt.20256121.