Dear Colleagues,

The October 2025 issue of The Turkish Online Journal of Educational Technology (TOJET) brings together the scholarly contributions that reflect the journal’s continuing mission to connect technology, pedagogy, and research across diverse educational landscapes. The studies featured in this issue come from Turkey, Taiwan, Thailand, Uganda, the United Arab Emirates, Brazil, China, and Northern Cyprus, presenting a truly global dialogue on the transformative power of educational technology.

Each article provides unique insights into how artificial intelligence, augmented reality, digital infrastructures, and pedagogical innovations are reshaping learning environments, teacher education, and educational policy in the 21st century.

Artificial Intelligence and Teacher Education

The integration of artificial intelligence into teaching and learning has become one of the most defining developments in education today. In “Integrating Generative AI in Teacher Education: A Qualitative Exploration of TPACK Growth and Critical Reflection,” Min Jou, Tzu-Hsuan Kuo, Yu-Chun Chiang, and Yungwei Hao from Taiwan explore how pre-service teachers experience AI as both a creative tool and a pedagogical partner. Their qualitative analysis shows a transformative shift from uncertainty to reflective confidence and ethical awareness, emphasizing AI’s potential to enhance critical thinking and instructional creativity.

Complementing this work, Hüseyin Gökal and Cem Ufuk Baytar present “The Impact of Task–Technology Fit on the Intention to Use Artificial Intelligence in the Education of Information Technology Students.” Their study demonstrates that perceived usefulness, technological compatibility, and self-efficacy strongly influence students’ willingness to integrate AI into their academic activities, underscoring the importance of task–technology alignment in educational design.

Development of an Online Lesson on Ideological and Political Theory Courses for Undergraduate Students of a University in Western China

This study aimed to develop high-quality online lessons for ideological and political theory courses at a university in Western China and to examine their effects on students’ learning achievement and satisfaction. Using a one-group pretest–posttest experimental design with 20 undergraduate participants, the research employed the Superstar Learn Platform as the instructional tool. Expert evaluations showed that the media quality was rated as good (mean = 4.43) and the content quality as excellent (mean = 4.90). The students’ average scores increased significantly from 62.33 (pretest) to 76.97 (posttest), and their overall satisfaction with the online lessons was at the highest level (mean = 4.71). The findings indicate that the online ideological and political theory lessons effectively enhanced academic performance, engagement, and learner satisfaction, while promoting flexibility, self-directed learning, and innovative teaching practices in higher education.

E-Learning on Career Development and Career Planning for Fourth-Year Undergraduate Students from Yunnan, China

This research investigated the effectiveness of an e-learning system for career development and career planning among 30 fourth-year undergraduate students in Yunnan, China. The study assessed instructional efficiency, learning achievement, and student satisfaction using quantitative methods. Results demonstrated that the e-learning program achieved an efficiency level of E1/E2 = 82.40/81.33, exceeding the standard criterion of 80/80. Expert evaluations rated both the content (mean = 4.78) and media design (mean = 4.50) as excellent. Students’ mean scores significantly improved from 8.80 (pretest) to 16.27 (posttest), and their satisfaction with the course was high (mean = 4.51). The study concluded that e-learning effectively enhances academic performance, self-regulated learning, and career readiness, providing a flexible and engaging approach to professional skill development for university students.

Augmented Reality and Immersive Learning Environments

This issue features two innovative studies that highlight the pedagogical value of Augmented Reality (AR) in fostering engagement and applied learning. In “The Effects of Augmented Reality Technology on Learning Achievement of First-Year University Students in China,” Ken Chen, Saiphin Siharuk, and Withawat Penphu reveal that AR-based safety education significantly improves students’ learning outcomes by creating immersive, realistic simulations of emergency scenarios.

Similarly, Ana Regina Mizrahy Cuperschmid contributes “Augmented Reality Assisting the Assembly of Do-It-Yourself Furniture,” which demonstrates how WebXR-based AR systems enhance learners’ spatial understanding and procedural skills. The study illustrates how AR can bridge theory and practice, particularly in engineering and design education, offering learners an authentic, hands-on experience within digital learning environments.

Digital Pedagogy and Language Learning Innovation

Two studies in this issue address the growing need to integrate technology meaningfully into language education. Lina Daouk and Ahmad Tabbara from the United Arab Emirates, in their study “Flipped Classroom Methodology in Higher Education: A Quasi-Experimental Study,” show that flipped classroom approaches enhance student motivation, engagement, and critical thinking by transforming learners into active participants rather than passive recipients.

Nurainee Waealee and Zainee Waemusa from Thailand explore “The Integration of Corpus-Based Approach in Vocabulary Instruction in Thai EFL School Context.” Their quantitative research identifies gaps in teachers’ corpus literacy and underscores the need for professional development to enable effective use of digital corpora in vocabulary instruction. Both studies reaffirm that technology integration must be pedagogically purposeful, combining interactivity with reflective learning design.

Equity, Access, and Educational Infrastructure

Addressing issues of digital inclusion, Andrew Ojulong from Uganda examines “The Role of RENU and NITA-U in Providing Infrastructure and Online Access in Ugandan Higher Education.” His policy-focused analysis highlights how national technology agencies have improved connectivity across universities but also exposes ongoing inequalities between public and private institutions. The study offers actionable recommendations for achieving equitable access to digital resources and closing the digital divide in African higher education systems.

Culture, Heritage, and Educational Technology

Cultural sustainability through digital innovation is another recurring theme in this issue.
In “Ethnomusicological Preservation and Educational Application of Jaw Harp Music of the Yi Region in Liangshan, China,” Maolan Zhang, Arsenio Nicolas, and Awirut Thotham merge ethnomusicology and pedagogy to document and preserve the Yi jaw harp tradition as an intangible cultural heritage. The study proposes digital archiving, multimedia teaching, and instrument classification systems as educational strategies that connect cultural preservation with modern pedagogy—demonstrating how technology can serve as a bridge between tradition and transformation.

Educational Reform and Policy Development in Northern Cyprus

Three studies from Northern Cyprus offer critical insights into educational policy, management, and teacher motivation. In “Evaluation of the Current Education System in Northern Cyprus from the Perspectives of School Administrators,” Şaziye Öztinen, Sonay Dericioğlu, and Nazım Serkan Burgul analyze the strengths and weaknesses of the secondary education system. Their findings point to outdated curricula, limited infrastructure, and low motivation as major obstacles to modernization, calling for comprehensive reform aligned with 21st-century learning outcomes.

Building upon this, Rüya Uyguner, Sonay Dericioğlu, and Nazım Serkan Burgul assess “The Applicability of Full-Day Education in Northern Cyprus.” Their qualitative analysis highlights that inadequate physical and technological infrastructure, increased teacher workload, and student fatigue reduce the effectiveness of full-day schooling. The authors recommend a gradual, well-supported implementation model, emphasizing pilot testing, infrastructure development, and constructivist curriculum revision to ensure success.
Finally, Gümrah Amcaoğlu Yorucu, Sonay Dericioğlu, and Nazım Serkan Burgul contribute a complementary study on sports-oriented high schools, focusing on teacher motivation and institutional efficiency. Their research underscores that professional recognition, fair workload distribution, and school resources are key factors for sustaining teacher engagement and overall school performance in specialized educational environments.

A Shared Vision for the Future

Collectively, these eleven papers highlight TOJET’s dedication to advancing research that bridges innovation, reflection, and inclusion. From artificial intelligence and augmented reality to cultural preservation and educational reform, the studies in this issue reaffirm that the true value of educational technology lies not only in digital tools but in their ability to transform human understanding, democratize access, and nurture creativity.

This study examines the impact of school administrators’ influencing behaviors on school mindfulness and teachers’ organizational commitment. Based on data from secondary school teachers in Turkey and Northern Cyprus analyzed through SEM, the findings indicate that administrators’ tactics enhance teachers’ organizational commitment but diminish school mindfulness. While authority-driven and mutual benefit approaches decrease mindfulness, expertise- and relationship-oriented strategies promote it. Overall, positive and supportive influence behaviors foster teachers’ intrinsic motivation and strengthen their organizational commitment.

This qualitative study investigates collocational awareness among instructors of Turkish as a Foreign/Second Language (TFSL). Drawing on interviews and reflective journals from three instructors, the findings reveal that regular collocation-focused activities enhance students’ vocabulary, fluency, and motivation, while fostering greater pedagogical awareness among teachers. The study underscores the need for a structured framework to support systematic collocation instruction in TFSL contexts.

I extend my heartfelt appreciation to all authors, reviewers, and members of the editorial board for their contributions and commitment to excellence. Their collective efforts ensure that The Turkish Online Journal of Educational Technology continues to be a leading international platform for research and dialogue in the evolving field of educational technology.

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

Sakarya University

Prof. Dr. Teresa Franklin

Ohio University

The Turkish Online Journal of Educational Technology (TOJET)

Occtober 2025