Editors’ Note
The April 2026 issue of The Turkish Online Journal of Educational Technology (TOJET) brings together twelve rigorously selected studies authored by an international body of scholars, advancing the field through theoretical depth, methodological diversity, and a strong emphasis on the evolving relationship between technology, pedagogy, and society.
A defining characteristic of this issue is its critical engagement with artificial intelligence in education. The study by Ahmet Adalıer et al. demonstrates, through explainable AI models, that student achievement emerges from a multidimensional interaction of psychological, behavioral, and environmental variables. Complementing this, Ali Akçın et al. explore teachers’ perceptions of generative AI, highlighting both its pedagogical affordances and ethical tensions.
From a digital culture perspective, Bilge Yüce Abay & Aytekin İşman examine social media use through motivational frameworks, while Burak Hüseyin Günsel et al. emphasize the role of organizational unlearning in sustaining institutional quality and innovation.
The issue further positions AI literacy as a core educational competency. Aysan Kolahdouzipour & Ayşegül Kulavuz-Onal investigate AI-supported academic writing, demonstrating the importance of critical engagement, while Nurcan İnan et al. develop and validate a prompt-writing rubric that operationalizes effective human–AI interaction skills.
Innovative pedagogical practices are also foregrounded. Dr. Boggs shows that student-generated video production enhances higher-order thinking and digital literacy, whereas Taleh Mirzayev provides a comparative analysis of authentic and transformational leadership, linking leadership styles to teacher well-being and institutional effectiveness.
In the domain of inclusive and specialized education, Sabit Menteşe presents a bibliometric analysis of twice-exceptionality research, identifying global trends and research gaps, while Tülay Ekici highlights the multidimensional nature of music teacher training, integrating cognitive, technical, and affective competencies.
Extending the discussion to structural dimensions of education, Yuki Amaki examines the concept of “Oya Gacha” through cultural reproduction theory, demonstrating how students interpret educational inequality across cultural contexts.
Finally, Yogaranee Sakthivel contributes to the issue by offering a contextually grounded and empirically robust analysis of contemporary educational dynamics, providing critical insights into how emerging socio-cultural and pedagogical variables reshape learning processes, learner engagement, and equity in diverse educational environments.
Taken together, the twelve articles in this issue collectively signal a paradigm shift from technology-centered discourse toward a human-centered, ethically grounded, and system-aware understanding of educational technology. Rather than positioning technology as an end, these studies emphasize its role as a transformative and context-dependent mediator within complex educational ecosystems.
As TOJET continues to position itself at the forefront of global scholarly dialogue, this issue not only reflects current trends but also actively shapes the future research agenda by bridging disciplines, methodologies, and paradigms. It calls for a redefinition of educational technology—not as a set of tools, but as a complex, adaptive, and value-laden ecosystem.
We extend our sincere appreciation to all authors, reviewers, and contributors whose work continues to elevate the scientific rigor and global impact of TOJET.
Call for Papers:
TOJET welcomes academic studies in the field of educational technology. Submitted articles may address topics such as the use of technology in classrooms, the impact of technology on learning, and the perspectives of students, teachers, administrators, and the community on educational technology. Such studies will enhance the quality of theoretical and practical approaches in educational technology.
Article Submission Criteria:
Submitted articles must be original, unpublished, and not under consideration by another publication.
Articles may cover a wide range of topics, including assessment, attitudes and beliefs, curriculum design, equity, applied research, learning theories, sociocultural issues, and educational practices for special populations.
Warm regards,
Prof. Dr. Aytekin İşman
Editor-in-Chief, TOJET
Editor
Prof. Dr. Teresa Franklin
Ohio University
April 2026