Editorial Volume 51 Issue 1

• Published in: Canadian journal of learning and technology Vol. 51; no. 1; pp. 1 - 10
• Main Author: Cleveland-Innes, Martha
• Format: Journal Article
• Language: English
• Published: The Canadian Network for Innovation in Education (CNIE) 02.07.2025
• Subjects: artificial intelligence; higher education; micro-credentials; policy; privacy; student evaluations
• ISSN: 1499-6677; 1499-6685
• DOI: 10.21432/cjlt29037

Navigating the evolving landscape of education innovation is the overarching theme in this issue. As global education systems grapple with rapid technological change, shifting learner expectations, and the imperative for lifelong learning, a diverse body of research is emerging to illuminate the path forward. The six essays in this issue offer a compelling cross-section of current education innovations, spanning micro-credentials, artificial intelligence, emotional intelligence, privacy, online learning policy, and strategic EdTech integration. There is an underlying emphasis on systemic thinking—whether through policy frameworks, theoretical models, or stakeholder collaboration. The study on micro-credentials in the Caribbean underscores the promise of flexible, skills-based learning but also reveals persistent barriers such as technological inequity and institutional inertia. Similarly, the Vietnamese benchmarking study highlights the limitations of piecemeal ICT adoption in higher education, advocating for comprehensive, context-sensitive policy development. In parallel, the Ethiopian study on EdTech strategies offers a grounded theoretical framework that moves beyond adoption determinants to propose actionable, stakeholder-informed strategies. This shift from “why” to “how” is critical as institutions seek sustainable models for technology integration.