Educational Technology Quarterly

04/06/2026

This month's popular DOIs:

2. Yılmaz, Özkan, 2024. Personalised learning and artificial intelligence in science education: current state and future perspectives. Educational Technology Quarterly [Online], 2024(3), pp.255–274. Available from: https://doi.org/10.55056/etq.744

1. Bitegeko, R.M., Lawrent, G. and Cosmas, J., 2024. Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania. Educational Technology Quarterly [Online], 2024(3), pp.298–318. Available from: https://doi.org/10.55056/etq.769

Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania Authors Raymond Mutasingwa Bitegeko The University of Dodoma https://orcid.org/0000-0002-3195-5059 Godlove Lawrent The University of Dodoma https://orcid.org/00...

10/05/2026

This month's popular DOIs:

3. Fadieieva, L.O., 2023. Adaptive learning: a cluster-based literature review (2011-2022). Educational Technology Quarterly [Online], 2023(3), pp.319–366. Available from: https://doi.org/10.55056/etq.613

2. Yılmaz, Özkan, 2024. Personalised learning and artificial intelligence in science education: current state and future perspectives. Educational Technology Quarterly [Online], 2024(3), pp.255–274. Available from: https://doi.org/10.55056/etq.744

1. Komba, T., Ndibalema, P. and Allay, M., 2025. Exploring teachers’ pedagogical practices employed during and post-COVID-19 pandemic in Tanzania secondary schools: The case of Mbeya City Council. Educational Technology Quarterly [Online], 2025(4), pp.429–448. Available from: https://doi.org/10.55056/etq.826

Exploring teachers' pedagogical practices employed during and post-COVID-19 pandemic in Tanzania secondary schools: The case of Mbeya City Council Authors Teresia Komba The University of Dodoma https://orcid.org/0009-0006-2119-1485 Placidius Ndibalema The University of Dodoma https://orcid.org/0000-...

02/05/2026

This month's popular DOIs:

3. Bitegeko, R.M., Lawrent, G. and Cosmas, J., 2024. Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania. Educational Technology Quarterly [Online], 2024(3), pp.298–318. Available from: https://doi.org/10.55056/etq.769

2. Adhikari, D.P. and Pandey, G.P., 2025. Integrating AI in higher education: transforming teachers’ roles in boosting student agency. Educational Technology Quarterly [Online], 2025(2), pp.151–168. Available from: https://doi.org/10.55056/etq.943

1. Yılmaz, Özkan, 2024. Personalised learning and artificial intelligence in science education: current state and future perspectives. Educational Technology Quarterly [Online], 2024(3), pp.255–274. Available from: https://doi.org/10.55056/etq.744

Personalised learning and artificial intelligence in science education: current state and future perspectives Authors Özkan Yılmaz Erzincan University https://orcid.org/0000-0001-8963-3354 DOI: https://doi.org/10.55056/etq.744 Keywords: artificial intelligence, science education, personalised lear...

11/04/2026

This journal is published by the Academy of Cognitive and Natural Sciences (ACNS) and distributed under the terms of the Creative Commons License Attribution 4.0 International (CC BY 4.0).

11/04/2026

Vol. 2026 No. 1 (2026)

In this issue:

Methodological quality and reporting practices in gamification research for history education: a critical methodological analysis
Balancing innovation and mentorship in postgraduate supervision through activity theory and artificial intelligence
Literature review of e-learning technology adoption in South African rural higher tertiary institutions for teaching and learning
From algorithms to innovation: pre-service mathematics teachers' perceptions of robotics-enhanced problem-solving instruction
One click closer: harnessing the power of educational TikTok videos to elevate Filipino language proficiency
"We are all designers now": Mapping AI-related design competence for citizens and students through DigComp 3.0

DOI: https://doi.org/10.55056/etq.v2026.i1
Published: 2026-03-20

This journal is published by the Academy of Cognitive and Natural Sciences (ACNS) and distributed under the terms of the Creative Commons License Attribution 4.0 International (CC BY 4.0).

11/04/2026

Barna, O.V., 2026. "We are all designers now": Mapping AI-related design competence for citizens and students through DigComp 3.0. Educational Technology Quarterly [Online], 2026(1), pp.90–98. Available from: https://doi.org/10.55056/etq.1264

DigComp 3.0, released in November 2025, introduces systematic AI competence labelling across all 21 digital competences - the first European framework to do so. This paper analyses the AI-labelled competence statements and learning outcomes in the DigComp 3.0 Data Supplement through the lens of design activity, arguing that the framework positions design competence as a universal digital skill. A quantitative content analysis of 362 competence statements and 523 learning outcomes shows that 82% carry some AI relevance (14% AI-Explicit, 68% AI-Implicit), with Area 3 (Content Creation) concentrating 45% of all AI-Explicit statements. Five competences - 3.1, 3.2, 3.3, 3.4, and 5.3 – form a "design competence cluster" characterised by high AI density and direct connection to content creation, evaluation, or creative problem-solving. A comparison of DigComp 2.2 and 3.0 shows that competence renames (e.g., "Programming" → "Computational thinking and programming"; "Creatively using digital technologies" → "Identifying creative solutions using digital technologies") signal a shift toward design-aware digital literacy. Three dimensions of citizen design competence are identified - AI-assisted creation, critical evaluation, and ethical and responsible use - with implications for curriculum design in pedagogical and higher education.

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