Editors’ Note

 

Editor's Message

It is our pleasure to present Volume 25, Issue 4 (October 2026) of The Turkish Online Journal of Educational Technology (TOJET). This issue brings together thirteen scholarly contributions addressing artificial intelligence, digital competence, educational innovation, psychological well-being, and the evolving relationship between technology and human learning. Collectively, these studies reflect the interdisciplinary nature of educational technology and emphasize the importance of integrating technological advancement with pedagogical effectiveness and human-centered educational practices.

 

The article The Impact of the Digital Environment on Human Psychology by Adilkhanov Aydin Ziyadkhan oglu examines the psychological implications of digital environments and their influence on human experiences and behavior, drawing attention to the importance of understanding the relationship between technological engagement and psychological well-being.

 

In From Technical Literacy to AI-Integrated Pedagogy: A Scoping Review of Digital Competence Frameworks for Higher Education (2000–2026), Muhammad Tayyab Ilyas, Cristina Mercader, and Alejandra Bosco explore the evolution of digital competence frameworks in higher education, highlighting the transition from technical literacy toward AI-integrated pedagogical approaches and the changing competencies required in contemporary educational environments.

 

The article Beyond the Myths: Exploring Pre-Service Teachers’ Beliefs About Giftedness Across Gender and Educational Fields by Gülþah Batdal Karaduman and Handan Ürek investigates pre-service teachers’ beliefs about giftedness across gender and educational disciplines, contributing to a broader understanding of teacher perceptions and their relevance to inclusive educational practices.

 

In Role and Applications of Artificial Intelligence in Higher Education, Jabrayilova Susan Eyvaz gizi discusses the expanding role of artificial intelligence in higher education and its potential applications in teaching, learning, and institutional practices, reflecting the growing significance of AI in educational transformation.

 

The study The Influence of Textbook Policy on Teaching Quality in Higher Education in Azerbaijan by Kazimli Farida Elchin gizi examines the relationship between textbook policies and teaching quality, emphasizing the role of educational resources and policy decisions in shaping higher education practices in Azerbaijan.

 

In Psychological Resilience and Post-Traumatic Growth in Young Adults: A Multidimensional Analysis of Cognitive, Emotional, and Social Recovery Mechanisms, Mehdiyeva Kubra Nazim explores psychological resilience and post-traumatic growth through cognitive, emotional, and social dimensions, offering perspectives on recovery mechanisms and young adults’ psychological development.

 

The article AI-Enabled Corporate Learning and Human Capital Development: An Educational Technology-Economic Value Framework from Azerbaijan by Narmin Vuqar Isayeva examines the integration of artificial intelligence into corporate learning and human capital development, focusing on its implications for educational technology and economic value creation.

 

In Exploring the Relationship Between Digital Literacy and Students’ Preferences for E-Learning Platforms, Sasmita Pagal and Swayam Prava Mishra investigate the relationship between students’ digital literacy and their preferences for e-learning platforms, highlighting the relevance of digital competencies to technology-supported learning experiences.

 

The study The Impact of Ensuring Psychological Well-Being in the Learning Environment on Educational Quality: A Systematic Approach by Simnarə Heydərova addresses the relationship between psychological well-being and educational quality, emphasizing the importance of supportive learning environments in promoting educational effectiveness.

 

In From Principles to Practice: A Systematic Review of Generative AI-Responsive Assessment Interventions in Higher Education, Zafer Yuca and Fahme Dabaj review assessment interventions designed in response to generative artificial intelligence, examining emerging approaches to assessment and their implications for higher education.

 

The article Measuring Cognitive Engagement in AI-Supported Writing: Introducing the Revision Responsiveness Index (RRI) as a Process-Based Assessment Model by Traci C. Eshelman introduces the Revision Responsiveness Index as a process-based assessment model for examining cognitive engagement in AI-supported writing, contributing to ongoing discussions about evaluating learning processes in technology-enhanced education.

 

In Japanese University Students’ Pre-Course Perceptions of American Society, Group Formation, and Discrimination: Implications for Needs Analysis in Intercultural Teaching, Yuki Amaki explores Japanese university students’ perceptions of American society, group formation, and discrimination, highlighting their relevance to needs analysis and intercultural teaching practices.

 

Finally, The Use of Modern Teaching Technologies in Pedagogical Staff Training as a Key Factor in the Quality Indicators of University Instructors by Zeynalli Aysel Shahin examines the role of modern teaching technologies in academic staff development and their relationship to teaching quality in higher education.

 

Concluding Remarks

The contributions presented in this issue demonstrate the growing influence of artificial intelligence and digital technologies on contemporary education. They address the development of digital competencies, innovative teaching and assessment approaches, academic staff training, and the psychological and social dimensions of learning. Together, these studies emphasize that educational transformation requires more than technological adoption; it also depends on pedagogical competence, ethical responsibility, learner engagement, and supportive educational environments.

 

The findings and perspectives represented in this issue are also relevant to higher education quality assurance and accreditation. The integration of educational technologies into teaching practices, assessment strategies, institutional development, and continuous improvement processes remains an important consideration for universities seeking to enhance educational effectiveness and sustainability.

 

On behalf of the editorial team, I would like to express my sincere appreciation to all authors for their scholarly contributions, to our reviewers for their valuable expertise, and to our international readership for its continued interest in TOJET. We hope that this issue will stimulate further research, encourage international academic collaboration, and contribute to the advancement of educational technology and quality in higher education.

 

October 1, 2026

 

Editors,

Prof. Dr. Aytekin ÝÞMAN, Sakarya University

Professor Emerita Dr. Teresa Franklin

The Gladys W. and David H. Patton College of Education, Ohio University, Athens