Irish Journal of Technology Enhanced Learning: Announcements
The Irish Journal of Technology Enhanced Learning is an open access, peer reviewed journal published by the Irish Learning Technology Association. ISSN: 2009-972X
Special Issue Call: Irish Journal of Technology Enhanced Learning (IJTEL) Special Issue Call: Celebrating 25 Years of the ILTA EdTech Conference EdTech You: Digital Learning From How to Who
Irish Journal of Technology Enhanced Learning (IJTEL) Special Issue Call: Celebrating 25 Years of the ILTA EdTech Conference EdTech You: Digital Learning From How to Who Introduction Since the Irish Learning Technology Association (ILTA) first convened its annual EdTech conference in IT Sligo, (now the Atlantic Technological University) in 2000, we have collectively lived through the rise of the VLE, mobile learning, the MOOC moment, a pivot to emergency remote teaching, and now the generative AI era. Through each of these shifts, the ILTA EdTech conference has remained a connection point for practitioners, researchers, and thinkers who care deeply about what technology means for teaching, learning, and the humans at the heart of both. This special issue of the Irish Journal of Technology Enhanced Learning marks a special milestone. It takes its title and its guiding question directly from the 2026 conference theme: EdTech You: Digital Learning From How to Who. Rather than asking only what technologies can do, we ask who gets to design, develop, and deploy them, for whom, and why. Who has been present in EdTech conversations over the past 25 years, and who has been missing? What does the history of this community reveal about our assumptions, our blind spots, and our aspirations? We invite submissions that are grounded in the 2026 EdTech conference and in the longer arc of 25 years of Irish learning technology scholarship and practice. Scope and Focus Submissions to this special issue should engage with one or more of the following threads, drawn from the EdTech 2026 conference theme: Who was, is, and should be part of the EdTech community: including questions of equity, access, diversity, and inclusion in the design and deployment of educational technology. Retrospective and historical perspectives: what has changed, what has persisted, and what the past 25 years of EdTech practice and scholarship can teach us about where we are heading. Participatory and relational approaches to EdTech: including Students as Partners, co-design, and relational ethics frameworks. Critical and imaginative perspectives on educational technology: work that challenges dominant narratives and opens space for more just and joyful possibilities. Submission Types This special issue welcomes four categories of submission. Authors are strongly encouraged to ground their contributions in work presented or encountered at EdTech 2026, though this is not a strict requirement. Original Research (3,000 words max, including abstract and references) We welcome original research papers reporting primary research in technology enhanced learning, following a structured format that includes introduction, literature review, methodology, results, and discussion. Authors presenting at EdTech 2026 are particularly encouraged to develop their conference abstracts into full research submissions for this issue. Position Papers (3,000 words max, including abstract and references) Position papers offer a platform for scholarly voices that challenge assumptions and spark crucial conversations about technology in education. For this special issue, we are especially interested in position papers that engage with the EdTech 26 theme, exploring questions of equity, ethics, identity, participation, or the politics of who EdTech has historically centred and who it has not. Contributions may be provocative and should be grounded in evidence and make an original contribution to debate. Short Reports (2,500 words max, including abstract and references) For this special issue, we have a particular invitation within this category. We warmly encourage presenters from the past 25 years of the ILTA EdTech conference to contribute a short reflective report that revisits their past work. What did you present, and when? What has changed in your thinking, your practice, or the field since then? What does looking back reveal about the trajectory of technology enhanced learning in Ireland and beyond? These contributions are an opportunity to honour the living history of this community, and to turn the scholarly gaze on our own evolution as a field. Short reports may take novel or creative formats and are valued as much for their storytelling as for their scholarly rigour. Book and Multimedia Reviews (1,000 words max, including abstract and references) We strongly encourage EdTech 2026 attendees to use the conference as a springboard for this category. If a keynote, workshop, or conversation introduced you to a book, a tool, a platform, a podcast, or any other resource that deserves a closer look, this is your invitation to dig deeper and share that encounter with the broader IJTEL readership. Reviews should move beyond simple evaluation to explore how the resource contributes to our collective understanding and practice of technology enhanced learning, weaving together description, analysis, and reflection. Submission Guidelines All submissions should adhere to the standard IJTEL author guidelines. Timeline Due to the timeliness of the EdTech26 anniversary, we are proposing an ambitious submission, review and publication schedule for the issue: Deadline for submissions: October 2, 2026 Deadline for reviews: November 6, 2026 Authors notified: November 16, 2026 Deadline for revisions: December 18, 2026 Special issue publication date: February 5, 2027 Peer Review All accepted manuscripts will be subject to the standard IJTEL double-blind peer review process. Guest Editors Kate Molloy PhD student | School of STEM Education, Innovation and Global Studies - Dublin City University Chair | Computers in Education Society of Ireland (CESI) Dr Rob Lowney SCMALT SFHEA SFSEDA Teicneolaí Foghlama Sinsearach, Aonad um Fheabhsú Teagasic (AFT) Senior Learning Technologist, Teaching Enhancement Unit (TEU) Dublin City University Questions? email: journal@ilta.ie
Irish Journal of Technology Enhanced Learning
Call for Expressions of Interest: Co-editor and associate editor positions for the Irish Journal of Technology Enhanced Learning
Call for Expressions of Interest Co-editor and associate editor positions for the Irish Journal of Technology Enhanced Learning An exciting opportunity has arisen for a co-editor position and/or 1-2 associate editor roles, for the Irish Journal of Technology Enhanced Learning (IJTEL). We are looking for colleagues with a strong connection to the Irish Higher Education sector to serve in editorial roles. The new co-editor will replace the position currently held by Dr Tom Farrelly (MTU) whose vision and dedication were pivotal in establishing the journal and driving its success, and to whom IJTEL is eternally grateful. The role involves collaborating with co-editors to support the continuing dissemination of research in educational technology and technology-enhanced learning. IJTEL’s current editors and editorial board are listed here. They will contribute to the journal’s strategic development by overseeing peer review, setting editorial standards, and helping to shape the journal’s research agenda. The new associate editor(s) will engage with the editors in an ancillary role that offers an excellent introduction to scholarly publishing. The appointments will be for three years, with the opportunity to renew for a subsequent term. About the Journal The Irish Journal of Technology Enhanced Learning (IJTEL) is an open access, peer-reviewed journal published by the Irish Learning Technology Association (ILTA). As an interdisciplinary publication dedicated to scholarly excellence, the journal promotes research within the Irish educational technology community and provides an important dissemination channel for research and scholarship from individual, organisational, national, and international perspectives. The journal publishes across multiple categories including original research, extended reports, spotlight on scholarship, position papers, short reports, book and multimedia reviews. All content is made freely available under Creative Commons CC-BY 4.0 licensing to support the widest possible dissemination of scholarly work. The Roles We seek committed academic professionals to join our editorial team as co-editor, or as an associate editor. These positions are voluntary. They provide an opportunity to influence the research agenda and expand linkages with the broader technology-enhanced learning community. The co-editor role represents an exceptional learning opportunity with hands-on experience in academic publishing, offering valuable experience in editorial leadership and scholarly service. It involves working to set deadlines and participating in regular online meetings, along with key responsibilities of the position, as outlined below. The associate editor roles offer an opportunity to learn more about scholarly publishing and support the work of the journal in managing manuscripts, and disseminating the work of the journal. Key Responsibilities of Co-Editors Editorial Leadership Collaborate with the existing editorial team to shape the journal's strategic direction and learn about academic publishing strategy Oversee the peer review process, developing expertise in maintaining rigorous academic standards Make editorial decisions on manuscript acceptance, revision, or rejection with mentorship from experienced team members Commission special issues and thematic collections, gaining experience in scholarly project management Manuscript Management Coordinate the double-blind peer review process for submitted manuscripts Identify and recruit suitable peer reviewers from relevant academic disciplines Provide constructive feedback to authors throughout the review process Ensure adherence to IJTEL publication timelines and academic integrity standards Community Engagement Represent the IJTEL journal at academic conferences and ILTA events Build relationships with potential authors and contributors Promote the journal within relevant academic and professional networks Support emerging researchers in publishing their work Quality Assurance Maintain the journal's academic standards and reputation Ensure compliance with open access publishing requirements Oversee the journal's indexing and discoverability initiatives Contribute to continuous improvement of editorial processes Associate Editor Profile Manuscript Management Manage manuscripts through review stages; monitor peer review workflow; recruit reviewers Assist with the desktop publishing of final manuscripts Community Engagement Promote the journal in academic communities; support and encourage early-career researchers in one’s own institution towards submission; represent IJTEL at events Quality Assurance Assist in maintaining integrity, timelines, and process improvements in editorial workflows Candidate Profiles Applications from individuals who would like to join the team are welcome. The editorial team will make a decision based on the criteria outlined below. Essential Qualifications Connection to the Irish higher education sector or broader European context Third level qualification in education, educational technology, or closely related field Demonstrated research experience in technology-enhanced learning, digital education, or related areas Experience with academic peer review processes Strong commitment to open access publishing principles Desirable Qualifications Previous editorial experience with academic journals or similar publications Familiarity with or desire to learn Open Journal Systems (OJS) software Established professional networks within the educational technology community Familiarity with journal management systems and publication workflows Understanding of research impact metrics and academic evaluation Personal Attributes Excellent written and verbal communication skills Strong organisational abilities and attention to detail Collaborative approach to working within editorial teams Commitment to supporting diverse voices and perspectives in scholarship Enthusiasm for advancing the field of technology-enhanced learning Terms and Conditions These are voluntary positions with an initial term of three years, renewable by mutual agreement. The successful candidate will join a collegial editorial team and receive appropriate recognition for their scholarly service. The co-editor role requires approximately 5-10 hours per month, with workload varying according to submission patterns and special projects. For associate editor positions, it will require a commitment to support close to publication deadlines of approximately 20 hours in total per year. Application Process Interested candidates should submit: An expression of interest (maximum 1,000 words) addressing: Your interest and reasons for wanting to undertake the role Address the essential and desirable criteria within the candidate profile and how you meet these Briefly state the contribution you would bring to the editorial team Your curriculum vitae including relevant experience and publications A brief statement (maximum 500 words) on your perspective on current trends and future directions in technology-enhanced learning scholarship and your visions for the future of the journal Application Deadline: December 19, 2025 EOB Enquiries and Applications: Please direct all correspondence to journal@ilta.ie with "Co-Editor Expression of Interest" or “Associate Editor Expression of Interest” in the subject line. About ILTA The Irish Learning Technology Association is an independent, voluntary community of professionals committed to the development and exchange of knowledge in technology-enhanced learning. With over 1,800 members drawn from Irish higher education institutions, further education providers, industry, and government agencies, ILTA provides a vibrant professional network dedicated to advancing best practices in educational technology. The Journal of Technology Enhanced Learning is committed to equality, diversity, and inclusion. We welcome applications from candidates of all backgrounds and particularly encourage applications from underrepresented groups in academic publishing.
Irish Journal of Technology Enhanced Learning: Call for Special Issue Proposals
Irish Journal of Technology Enhanced Learning: Call for Special Issue Proposals The Irish Journal of Technology Enhanced Learning (IJTEL) invites you to submit a proposal for a special issue that will showcase research and scholarship in technology enhanced learning and educational technology. As the open access journal of the Irish Learning Technology Association (ILTA), we seek to publish thematic collections that reflect the evolving landscape of digital learning research from Irish, European, and international perspectives. What We Seek We welcome proposals for special issues that address emerging trends, innovative or creative practices, and critical challenges related to technology in education. We particularly encourage proposals that bridge theory and practice, offering both scholarly insight and practical implications for educators, technologists, and policymakers. Editorial Responsibilities Special issue editors serve as scholarly leaders who shape important conversations within the technology enhanced learning community. The role requires: Process Coordination: Being able to manage the complete editorial workflow, from initial call for papers through to final publication. This includes coordinating with IJTEL's editorial team, overseeing the double-blind peer review process, and ensuring timelines are met. Quality Assurance: Maintaining IJTEL's high scholarly standards by identifying appropriate reviewers, synthesising reviewer feedback, and making editorial decisions aligned with the journal's academic mission and standards. Community Engagement: Promoting the special issue within relevant academic and professional networks to attract high-quality submissions and readership. Time Commitment Special issue editors should anticipate a 12-18 month commitment, encompassing proposal development, manuscript solicitation, peer review coordination, and final publication. The process requires consistent engagement, particularly during the review phases where timely communication with authors and reviewers is essential. Application Process Proposals should include: A compelling rationale for the special issue theme (500-1000 words) Proposed timeline from call for papers to publication Editorial team qualifications and relevant expertise Initial list of potential contributors or target communities Draft call for papers We seek editors who demonstrate both scholarly expertise in their proposed theme and some experience in academic publishing or editorial work. International collaborations and interdisciplinary approaches are particularly welcomed. Why Edit a Special Issue? Editing a special issue offers unique opportunities to shape scholarly discourse, build academic networks, and contribute meaningfully to the technology-enhanced learning field. IJTEL's open access model ensures maximum visibility and impact for your curated collection. Submit your proposal to: journal@ilta.ie Deadline: 30 January 2026 Questions? Contact the editorial team at journal@ilta.ie for informal discussions about potential topics or the editorial process.
IJTEL Updates - New Submission Categories Added!
The IJTEL Editorial Team is delighted to share exciting updates to The Irish Journal of Technology Enhanced Learning. Based upon feedback from the Editorial Board, journal submission type categories have been updated. In addition to our Original Research, Original Research (Extended), Position Papers, and Short Reports we are excited to share two new categories for submission: Spotlight on Scholarship and Book and Multimedia Reviews. Spotlight on Scholarship provides scholars the opportunity to present key findings from recently completed postgraduate research, highlighting contributions to technology enhanced learning. Authors should concisely present their research problem, methodology, findings, and implications, while including critical reflection on the research process. This category was developed to encourage emerging researchers to share their work with the wider academic community. Book and Multimedia Reviews allow authors to thoughtfully examine resources that shape our understanding and practice of technology enhanced learning. Moving beyond simple evaluation, these pieces explore how books, software, digital tools, or online resources contribute to our collective knowledge and practice. Reviews should weave together description, analysis, and reflection to help readers appreciate the resource's potential impact on teaching and learning. The submission portal is open and we welcome new submissions! We also always welcome new reviewers to our reviewer pool. Reviewer guidance has been updated and we will be holding a peer review workshop in the near future, stay tuned!
Special Issue Call - Vol 8, Issue 1 (2024)
As an extension of the ILTA EdTech Conference 2024 we cordially invite submissions from presenters for inclusion in the next issue of IJTEL. The Irish Journal of Technology Enhanced Learning (IJTEL) is a diamond open access, peer reviewed journal published by ILTA. It is an interdisciplinary journal dedicated to scholarly excellence and to the promotion of research in the Irish educational technology community. Practitioner research helps bridge theory and practice, enhancing educational outcomes in real and complex teaching contexts. A primary objective in establishing ILTA’s journal was to create a platform for practitioners in our community to share their knowledge beyond the EdTech conference event itself. Therefore, a special section of the next issue (Vol 8, Issue 1) will be dedicated solely to Short Reports of 2,500 words or less from EdTech 2024. Short reports may take novel or innovative formats and are an opportunity to disseminate practitioner research in a peer reviewed journal. We hope this upcoming special issue will provide a platform for practitioners to share their work beyond the EdTech conference. Examples of short reports might include practitioner reports on case studies or descriptive, practice-driven articles (practice reports), or subjective discussion-oriented articles (viewpoint reports), or reviews of research of some kind (review reports). If your work does not fit into one of these short report categories, please consider submitting to one of our other submission categories (e.g. original research). All articles are to be submitted by the 2nd of August. See the full timeline for submissions. Learn more on https://sites.google.com/view/ijtel
Irish Journal of Technology Enhanced Learning (IJTEL) Special Issue Call: The Games People Play: Exploring Technology Enhanced Learning Scholarship & Generative Artificial Intelligence
While generative artificial intelligence has been a part of the wider artificial intelligence (AI) since its inception, it’s only recently that new advancements have been released for public consumption (and production.) We are all awash with the stories (Bozkurt, et al., 2023; Concannon et al., 2023; Sharples, 2022) and controversies (Glesson, 2022; Liang et al. 2023), promises (Baidoo-Anu & Owusu Ansah, 2023) and pitfalls (Costello, 2023; Wang et al. 2023) of AI. Recent guidelines produced by the National Academic Integrity Network (2023) state that educators should “be familiar with these tools and their availability, and recognise their limitations and affordances.” (p.8.) This special issue is intended to provide a transparent academic space to explore, play and discover how AI intersects with technology enhanced learning scholarship and practice. As we are all working to wrap our collective (human) minds around AI, we are inviting submissions explicitly and transparently written with AI. What does AI really know about technology enhanced learning? What happens when you go “all in” with AI? We believe that facing generative AI in this way will provide an innovative, playful and scholarly platform for capturing and documenting this phenomenon in the moment. What does engaging in this process say not only about our discipline, but, our humanity and identity as scholars? As scholars we need spaces to develop our own critical AI literacies - and this is an exercise and opportunity to make the process of our own learning transparent (which is by no coincidence a suggestion for “countering” AI in the classroom.) For this special issue, we invite you to generate a submission that contains three distinct sections: 1) an introduction; 2) the paper/report/or book review written by AI and 3) a critical reflection on the process. Here is a bit more guidance on each section: Introduction (not generated with AI) 500-1000 words At minimum, the introduction should include: your relationship with Generative AI in educational and scholarly contexts a rationale for your choice of the topic; including an exposition of your relationship with the topic chosen. a transparent and detailed description of the AI tool(s) used to create the article (be very specific about the version of the tool, was it a pay version, open, etc.) the prompt(s) you used to generate the article Position Paper, Short Report or Book Review entirely generated by AI Authors should select from one of the standard IJTEL submission types outlined below and generate an article within those guidelines. There can be minimal formatting edits made by (human) authors, but, for the most part it is expected that you will copy and paste directly from the AI outputs. We acknowledge that there will likely be errors in citations, hallucinations and incorrect information. For the sake of this exercise, we are soliciting “as is” snapshots of what AI can do in this moment. We have purposely identified word counts that are attainable with non-subscription based tools, though, you are welcome to use any Generative AI tool(s) you wish. Position Papers (2,000- 3,000 words). These contributions establish debate or critique a relevant policy or issue. Contributions may be provocative in nature, but must be rigorous and informed by relevant literature and make an original contribution to debate. Short Reports (2,000- 2,500 words). These can be reports on ongoing research, or on the challenges of critically engaged practice with technology enhanced learning. These contributions may take novel or innovative formats. Book reviews (not exceeding 1,000 words). These are reviews of relevant books. Critical Reflection (not generated with AI) 500-1000 words To conclude your manuscript, you should write a critical reflection on the process of generating the article with AI. As you can see from the list below there are two broad aspects that the reflection should focus on. The first section asks you to reflect and report back on the process while the second asks that you reflect on what it means for you as a scholar and your discipline. Critical reflections should explore: Reflection on Process What did it get wrong (references, etc.) What did it get right? How long did the process take? What would you do differently? Was it difficult to write a long scholarly piece with Gen AI? Reflection on Implications What are the implications for knowledge, scholarship, teaching and learning and assessment? What does this mean for you as a scholar? What does this mean for our discipline at large? Additionally, articles should include an abstract (150 words) summarising the submission. If you used AI to generate the abstract, please be transparent in the introduction. Timeline Due to the timeliness of the topic, we are proposing an ambitious submission, review and publication schedule to allow for this issue to serve as a record of open learning. We ask that you are cognisant of the tight timeline when submitting your manuscript. Deadline for submissions: October 23, 2023 Deadline for reviews: November 1, 2023 Authors notified: November 8, 2023 Deadline for revisions: November 17, 2023 Special issue publication date: December 8th, 202 Submission Please include a note to editors that your submission is for the special issue. Peer Review Accepted manuscripts will be subjected to the standard double blind peer review process. Additionally, reviewers will be provided with a checklist to guide the review process. Authors should also use this rubric to review their submissions before uploading to the submission portal. A note on authorship, and responsible use of GenAI: For IJTEL, we request that any submission must be the original work of the author that has not been published previously, as a whole or in part, either in print or electronically, or is soon to be so published. This requirement will be waived for this special edition only for the segment of AI generated text, excluding the introduction and critical reflection. We require authors to adhere to the responsible use of AI in adhering to the principles of transparency on the use of AI and respect for personal data and confidentiality by not entering any such data on a GenAI platform. Similarly with respect to copyright of other’s material. See also the APA guidelines on correct citation here Parting Thoughts To conclude, as an editorial team we are very excited to provide this space for play. And, in the spirit of transparency, no portions of this call were generated by AI. Leigh Graves Wolf, Special Issue Lead Editor Orna Farrell Fiona Concannon Tom Farrelly References Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN Electronic Journal, https://doi.org/10.2139/ssrn.4337484 Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C., Romero-Hall, E., Koutropoulos, A., . . . Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709 Concannon, F., Costello, E., Farrell, O., Farrelly, T., & Wolf, L.G. (2023). Editorial: There’s an AI for that: Rhetoric, reality, and reflections on EdTech in the dawn of GenAI. Irish Journal of Technology Enhanced Learning, 7(1). https://doi.org/10.22554/ijtel.v7i1.116 Costello, E. (2023). ChatGPT and the educational AI chatter: Full of bullshit or trying to tell us something? Postdigital Science and Education, https://doi.org/10.1007/s42438-023-00398-5 Gleeson, N., (2022, December 9). ChatGPT and the rise of AI writers: how should higher education respond? Times Higher Education. https://www.timeshighereducation.com/campus/chatgpt-and-rise-ai-writers-how-should-higher-education-respond Liang, W.,Yuksekgonul, M., Mao, Y., Wu, E. and Zou, J. (2023). GPT detectors are biased against non-native English writers. Patterns. 4(7), 100779. https://doi.org/10.1016/j.patter.2023.100779 National Academic Integrity Network. (2023). Generative artificial intelligence: Guidelines for educators. https://www.qqi.ie/news/nain-publishes-new-genai-guidelines-for-educators Sharples, M. (2022, May 17). New AI tools that can write student essays require educators to rethink teaching and assessment. LSE Impact Blog. https://blogs.lse.ac.uk/impactofsocialsciences/2022/05/17/new-ai-tools-that-can-write-student-essays-require-educators-to-rethink-teaching-and-assessment/ Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the potential impact of artificial intelligence (AI) on international students in higher education: Generative AI, chatbots, analytics, and international student success. Applied Sciences, 13(11), 6716. https://doi.org/10.3390/app13116716 ==================================================================================== Review Checklist Overall Is it clear what the author(s) want to communicate regarding the use of GenAI, and the direction of the submission? Does the article contain four distinct sections,(Abstract, Introduction and Process, Position Paper/Short Report/Book Review and Critical Reflection) clearly labelled? Does the title clearly express what the submission is about? Abstract Does the abstract contain a short and clear summary of the submission, including key findings and conclusions. Does it meet the word count specified between 100 and 150 words? Does it include enough information to stand alone? Does it contain unnecessary information? Introduction Does the introduction meet the criteria of 500-1000 words? Does it clearly explain the author(s) relationship with Generative AI in educational and scholarly contexts? This may include limitations of current knowledge in this field, or a personal explanation of why the work was necessary. Is a transparent and detailed description of the AI tool(s) used to create the article given (including very specific about the version of the tool - was it a paid version, open, etc.) Does it adhere to the responsible use of AI in the author’s engagement with the chosen AI tool with respect to (a) adhering to the principles of transparency in their use of AI (b) respect for personal data and confidentiality by not entering any such data on a GenAI platform and (c ) respecting copyright of other’s materials in not posting these into the platforms. Does it clearly define the prompt(s) used to generate the article? Main body Does the submission adhere to the word count for the AI generated submission type (e.g. position paper, short report, or book review)? Does the submission adhere to the brief in terms of its focus? (e.g. position paper, report, review.) Critical reflection Does the author(s) adhere to the word count of between 500-1000 words? Does the submission include a reflection on process that addresses the following prompts: What did it get wrong (references, etc.) What did it get right? How long did the process take? What would you do differently? Was it difficult to write a long scholarly piece with Gen AI? Does the submission contain a reflection on implications section, and that addresses the following prompts: What are the implications for knowledge, scholarship, teaching and learning and assessment? What does this mean for you as a scholar? What does this mean for our discipline at large? Are the conclusions supported by the main body of the generated AI text presented? Are any limitations of the approach discussed? Do the authors compare findings with any relevant literature or other perspectives, research findings, or theories in the research field? Do you have any concerns that this section was written with the use of GenAI? References and clarity of writing, etc. Are there any key references missing? Are references correctly used? Are APA guidelines for the referencing of GenAI followed? Do you have any concerns about the language, and the clarity or quality of the writing? Overall review Accept submission Accept with revisions Decline submission ====================================================================================