Call for Papers

JUTLP Call for Papers

The Journal of University Teaching and Learning Practice publishes a suite of Guest Editor led Special Issues on contemporary topics relevant to the journal's aims and scope. 

PROPOSE A SPECIAL ISSUE

The Journal of University Teaching and Learning Practice invites proposals for special issues on contemporary themes associated with effective and innovative teaching and learning practice in higher education. Special issues should appeal to an international audience. To propose a special issue, please complete the Special Issue Proposal and return it to the Senior Editor, Special Issues, Dr Cassandra Colvin at c.colvin@ecu.edu.au. The Journal periodically issues specific calls for Special Issues but also accepts unsolicited proposals.

CURRENT CALLS FOR PAPERS

Design-based research: Transforming higher education learning and teaching practice in response to rapid changes

A PDF version of the proposal is available here: Download the Call for Proposals

Guest Editors

• Associate Professor Thomas Cochrane, The University of Melbourne, Australia
• Dr Kelly Galvin, Swinburne University of Technology, Australia
• Dr Vickel Narayan, Massey University, New Zealand
• Professor Susan McKenney, University of Twente, The Netherlands

Background

This Special Issue creates a focal point for exploring how design-based research in higher education can address pedagogical problems faced by higher education in response to the impact of global changes (e.g., global pandemic and the explosion of generative artificial intelligence). Design-based research presents a pragmatic approach to addressing both pedagogical problems and innovations within a rigorous framework that aims to build transferable practice. Design-based research often adopts mixed-methodologies, iterative practices, and collaborative partnerships between researchers and educators to improve learning and teaching practice. Building upon recent discussions (Cochrane et al., 2024; Galvin & Cochrane, 2023) and design-based research project implementations (Cochrane et al., 2023; 2024) this Special Issue will explore examples of implementing design-based research in various higher education contexts and discussion of how design-based research can be applied to address identified pedagogical problems or innovations in other contexts.

The relevance of exploring the role of design-based research in higher education is to stimulate discussion for how this pragmatic research approach informs ‘what works’ in situated learning contexts to develop cutting edge design principles and theoretically informed practice that can be transferrable (Galvin & Cochrane, 2023; Hoadley & Campos, 2022). The methodological framework of design-based research invites students, teachers, and learning designers to collaborate from the conception of a design artefact or educational approach to solve a learning problem through to iterative stages of implementation and evaluation. Following a new normal in higher education where change is inevitable and fast-paced, research design that does not shy away from the progressive and ‘messy’ elements of educational settings can better respond to rapid change (Reeves & Lin, 2020). Greater understanding for the value of design-based research and how to plan practical stages with multiple participants is needed for teachers, researchers, and leaders in higher education to confidently adopt this approach to transform practice (Haagen-Schützenhöfer et al., 2024; Hanghøj et al., 2022; Henriksen & Ejsing-Duun, 2022; Mezirow, 2018). Article contributions are invited from a wide range of discipline contexts, with a special focus upon underrepresented implementation of design-based research (e.g., in STEMM: Hjalmarson & Parsons, 2021; McKenney & Reeves, 2020; Scott et al., 2020), as well as contributions from the various key streams of design-based research (Bakker, 2018; Herrington et al., 2007; McKenney & Reeves, 2019; Sandoval, 2014; Van den Akker et al., 2006). Possible topics include:

• Sustained, expansive or adaptive design-based research in learning and teaching practice (Henriksen & Ejsing-Duun, 2022)
• Activity theory and design-based research (Penuel et al., 2016)
• Design-based research across disciplinary contexts (e.g., STEMM: Scott et al., 2020)
• Transformative learning and design-based research (Kardiyem et al., 2025)

This Special Issue will consider three types of manuscript submissions:

• Original research articles drawing on robust SoTL rather than practice papers
• Theoretical and position papers situated clearly for L&T practice impact
• Systematic reviews, meta-analyses, and bibliometric analyses

Developing a High-Quality Proposal

Proposals must be in the form of a single Word or PDF document that contains:

• Proposed article title
• Proposed authors’ names and affiliations
• A clear evidence-based rationale for the line of inquiry proposed
• Research question(s)
• Proposed method (for both theoretical and empirical manuscripts)
• Practice-based implications of the proposed research

The word limit for the proposal is 250 words (not including references). The Editorial Team may return with an invitation to combine similar manuscripts. Acceptance of proposals does not guarantee acceptance of final manuscripts.

Timeline and Submission

• Proposals due: 1 December 2025
• Acceptance notifications: 16 December 2025
• Full articles due: 1 July 2026
• Final revised articles due: 1 November 2026
• Final publication: 1 February 2027

For further information please email Associate Professor Thomas Cochrane or Dr. Vickel Narayan. We invite proposals up to a 250 word limit to be submitted via JUTLP’s submission portal. For submission,  an identified and deidentified version of your proposal and a short cover letter will be required. When submitting, select the Section "Special Issues: Design Based Research". Any submission not made to this section will not be considered.

References

A full reference list is provided in the Call for Papers document.

---

Reimagining Personalised Learning for Adult Learners in Higher Education Settings

A PDF version of the proposal is available here: Download the Call for Proposals

Guest Editors

• Associate Professor Jennifer Yeo, Singapore University of Social Sciences, Singapore
• Associate Professor Lyndon Lim, Singapore University of Social Sciences, Singapore
• Emeritus Professor Janice Orrell, Flinders University, Australia

Background

In a time of rapid economic, technological, and social change, older adult learners are increasingly returning to higher education after time in the workforce. Their intentions are often to upskill, reskill, or reorient careers (OECD, 2021). The learning needs of this cohort can differ substantially from students transitioning directly from school (School to University Students: SUS). Students transitioning from the workforce (Work to University Students: WUS) face distinct challenges, including extended intervals away from formal learning (OECD, 2021) and the need to acclimatise to the expectations of higher education, while navigating work, family, and community commitments. At the same time, WUS learners bring rich lived experience that can catalyse learning. These factors call for more responsive and personalised approaches.

This Special Issue invites contributions that explore how personalised learning can be reimagined and enacted to support mature learners entering higher education after, or alongside, work. Personalised learning is broadly understood as tailoring learning experiences to the unique needs, interests, goals, and pace of individual learners (U.S. Department of Education, 2017). Prior work highlights dimensions such as differentiation, individualisation, adaptability, and customisation (Lee et al., 2018; Shemshack & Spector, 2020), supported by technologies (e.g., microlearning and adaptive systems). Yet ambiguity remains about how “needs” are defined (cognitive, emotional, social) and operationalised in practice. We seek papers that critically examine models and practices that empower WUS learners, demonstrate how learner agency can be supported, enable flexible pathways, and align outcomes with what matters most to these learners. Case studies should locate local initiatives within international problems.

Possible themes and topics include (but are not limited to):

• Models of personalised learning tailored to WUS
• Leveraging WUS learners’ prior knowledge, experience, and workplace practices in curriculum design
• Technology-enabled personalisation (e.g., learning analytics, mobile and bite-sized learning, prompt engineering for learning)
• Academic coaching, mentoring, and scaffolding approaches to personalise learning journeys
• Pedagogical innovations that support learner agency, reflection, and goal setting
• Tensions and challenges in implementing personalised learning for adult learners
• Case studies of programmes or initiatives in higher education that reimagine learning for adults
• Equity and access considerations in personalised learning designs

Types of Contributions

We welcome theoretical, empirical, and practice-based contributions from researchers, educators, and instructional designers. Submissions should clearly articulate how the work advances understanding or practice in personalised learning for WUS in higher education. This Special Issue will consider:

• Original research articles drawing on robust SoTL rather than practice papers
• Theoretical and position papers situated clearly for L&T practice impact
• Systematic reviews, meta-analyses, and bibliometric analyses

Developing a High-Quality Proposal

Prepare a single document (Word or PDF) that includes:

• Proposed article title
• Proposed authors’ names and affiliations
• A clear evidence-based rationale for the line of inquiry proposed
• Research question(s)
• Proposed method (for both theoretical and empirical manuscripts)
• Practice-based implications of the proposed research

The word limit for the proposal is 250 words (not including references) and is designed to indicate the rigour and likely implications of the proposed manuscript. The Editorial Team may invite authors to combine similar manuscripts. Acceptance of proposals does not guarantee acceptance of final manuscripts.

Timeline and Submission

• Abstract submission: 31 October 2025
• Acceptance notifications: 30 November 2025
• Full articles due: 31 March 2026
• Final revised articles due: 31 December 2026
• Final publication: 31 January 2027

For further information, please email Associate Professor Jennifer Yeo. We invite proposals (up to 250 words) to be submitted via JUTLP’s submission portal. For submission, please provide an identified and a deidentified version of your proposal and a short cover letter. When submitting, select the Section “Special Issues: Personalised Learning”. Any submission not made to this section will not be considered.

References

• Lee, D., Huh, Y., Lin, C. Y., & Reigeluth, C. M. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302. https://doi.org/10.1007/s11423-018-9615-9
• OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
• Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalised learning terms. Smart Learning Environments, 7, 20. https://doi.org/10.1186/s40561-020-00140-9
• U.S. Department of Education, Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update. NETP PDF

---

FORTHCOMING SPECIAL ISSUES (Closed for Submission)