Editors’ Note

 

The January 2026 issue of The Turkish Online Journal of Educational Technology (TOJET) presents a comprehensive and globally representative collection of scholarly studies that explore the intersections of educational technology, artificial intelligence, digital pedagogy, inclusive education, leadership, and learner engagement. The contributions in this issue collectively reflect how technology-enhanced learning environments are reshaping teaching practices, learner experiences, institutional leadership, and educational policy across diverse cultural and national contexts.

 

A significant number of studies in this issue focus on the pedagogical, cognitive, and behavioral implications of artificial intelligence and emerging digital technologies. The article “Exploring the Effectiveness of AI-Generative Tools in Improving Vocabulary and Engagement among Elementary School Students in Oman” by Fatma Al Naabi and Maimoona Al Abri provides empirical evidence demonstrating how AI-supported instructional tools positively influence vocabulary development and student engagement at the primary education level. Extending this discussion to higher education, “Acceptance of Artificial Intelligence Tools among Undergraduates: An Application of the Technology Acceptance Model” by Edwin Osmil Coreas-Flores examines undergraduate students’ perceptions, attitudes, and behavioral intentions toward AI-based tools through the lens of the Technology Acceptance Model (TAM), offering valuable insights into the factors influencing AI adoption in university learning environments. Complementing these empirical perspectives, “Understanding How Generative AI Cultivates Self-Directed Learning Capabilities” by Guo Shouchao, Xu Ningjie, and Xu Zhenguo offers a conceptual framework that situates generative AI within the historical evolution of digital technologies, highlighting its role in promoting learner autonomy and lifelong learning competencies.

 

Digital and blended learning environments constitute another prominent theme of this issue. The study “Hong Kong Students’ Perception of Providing Students with Digital Learning Materials Improves Learning Experience” by Hon Keung Yau, Wai Keung Chiu, and Yu Jin Cheah investigates students’ perspectives on digital learning resources and their impact on learning satisfaction and effectiveness. Similarly, “The Development of Blended Teaching Using Learning Platforms in College English Education under the Influence of AI” by Yan Xinli and Naruemon Thepnuan examines how AI-enhanced learning platforms support blended instructional models in higher education language teaching.

 

Issues related to inclusion, equity, and learner diversity are addressed through multiple empirical and experimental studies. The randomized controlled trial “Pre-Service Teachers' Beliefs About Classroom Management: The Mediating Role in the Relationship Between Perceptions of Teacher Education and Self-Efficacy in Inclusive Classroom Management” by Yogaranee Sakthivel provides strong evidence that flipped learning designs can significantly enhance pre-service teachers’ confidence and preparedness for inclusive educational practices. Complementing this focus on inclusive learning environments, “Application of Strategies for Conflict Resolution for First-Year Undergraduate Students in Yunnan Province, China” by Yanyan Fan and Thosporn Sangsawang explores instructional strategies aimed at developing interpersonal and conflict resolution skills among university students, emphasizing the role of educational interventions in fostering social and emotional competencies in higher education.

 

The issue also highlights digital inclusion, leadership, and governance in education. The comparative policy analysis “Contrasting National Strategies for Digital Inclusion in Education: A Comparative Analysis of Mauritius and Singapore” by Karolina Radyńska-Cenkier offers valuable insights into how national-level strategies shape equitable access to educational technologies. At the institutional level, “An Examination of the Views on the Technological Leadership of School Administrators Working in Primary Schools in North Cyprus” by Gamze Dað and Sonay Dericioðlu underscores the importance of visionary and competent leadership in the effective integration of technology within schools.

 

The social and psychological dimensions of digital culture are critically examined in “The Unseen Observer: The Psychology of Silent Following in Social Media Culture” by Ferhat Atik, which sheds light on passive participation, visibility, and engagement in online social environments. In a related vein, “Examination of University Students’ Perceptions of Online Social Capital” by Gönül Þener explores how digital platforms influence social interaction, trust, and academic collaboration among university students.

 

Teacher education and quality assurance emerge as another key thematic strand. “Core Quality Components in Contemporary Teacher Education Systems” by Jafar Jafarov presents a strategic and institutional perspective on quality frameworks in teacher education, emphasizing sustainability, leadership, and systemic improvement in higher education systems.

 

Language learning and collaborative digital practices are addressed in “Arabic Learners’ Perceptions of Google Docs-Mediated Small-Group Collaborative Writing” by Maher Abdel Alkhateeb, highlighting the pedagogical value of collaborative technologies in supporting language development and learner engagement. Finally, “Enhancing Vocational Graduate Employability through Mobile Applications on Advanced Quantitative Modeling of Skills and Partnerships” by Yang Wang and Thosporn Sangsawang focuses on vocational education, demonstrating how mobile learning applications can strengthen employability skills and industry–education partnerships.

 

Taken together, the articles in this issue reflect TOJET’s ongoing commitment to advancing high-quality, interdisciplinary research on educational technology, artificial intelligence, inclusive education, leadership, and digital transformation. We believe that the theoretical perspectives and empirical findings presented in this issue will offer valuable insights to researchers, educators, practitioners, and policymakers seeking to design more inclusive, effective, and future-oriented learning environments.

 

On behalf of the editorial board, I extend my sincere appreciation to all authors and reviewers for their scholarly contributions and dedication. We hope that this issue will stimulate further research, dialogue, and innovation in the rapidly 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:

Warm regards,

 

Editor-in-Chief

Prof. Dr. Aytekin ÝÞMAN

Sakarya University 

Prof. Dr. Teresa Franklin

Ohio University
The Turkish Online Journal of Educational Technology (TOJET)
January 2026