Editorial

Citation

Wu, Z. (2023), "Editorial", Journal of Research in Innovative Teaching & Learning, Vol. 16 No. 2, pp. 138-138. https://doi.org/10.1108/JRIT-09-2023-098

It is my pleasure to announce that Issue 16.2 is officially published. This issue of the Journal (also referred to as “JRIT&L”) contains the following: a simulation of the online platform; a pedagogical model for STEAM education; an action design science research approach; teacher perceptions regarding classroom interventions; antecedents and consequences of cooperative learning; the 21st century's innovative learning environment; E-learning and learner satisfaction in higher education; virtual campuses in developing countries and cognitive load in asynchronous discussions. In this issue, we also include a commentary from learner's perspectives about learning. I would like to express my special thanks to our authors and our editorial team, whose hard work and ingenuity have made our high-quality publication possible.

As we all know, the recent development of AI and its impact on educational quality have sparked extensive discussions in the education circle. It can be said that the development and progress of human beings, especially the development and progress of technology, have brought forth new issues and challenges to the education sector, leading to discussions and reflections in all spheres of education. It should be acknowledged that aligning with humankind is inevitable, and educational reform must accordingly align with the reform trend. Education, particularly the challenges faced in teaching and learning, is a question that our Journal must contemplate.

As the Journal's aims and scope stated that the JRIT&L places emphasis on teaching and learning. Therefore, we kindly request that authors give due attention to this aspect. Specifically, our desire for innovative teaching is that potential authors will concentrate on the outcomes brought about by teaching innovations, such as examples of student success, instruction, technological tools and their usage for teaching and learning, assessing learning for student success, student motivation and engagement, DEI for all learners, student well-being and learning, career readiness and community-based learning (such as STEM education), differentiated instruction in TK-12, the case of positive usage of AI and ChatGPT and so on.

I want to point out that the challenges posed by technology, particularly artificial intelligence, have compelled teaching to undergo comprehensive reform. From a vertical perspective, both higher education and compulsory education are encompassed. From a horizontal perspective, with potential changes in policies, laws and educational standards, new reforms are anticipated in curriculum, teaching methods, learning approaches, evaluation and educational equality, and these laws and reforms may even be amended. To generalize, innovative teaching and learning should align with the progress and development of human beings.

We can foresee that, in the near future, there will be corresponding changes in teaching in line with the foregoing, and we hope that these changes are positive and progressive. We, therefore, look forward to collaborating with our authors to concentrate on conducting more empirical research using randomized data to demonstrate the successes and failures of innovative teaching and learning. In reiteration, to transform the quality of teaching and learning, one should explore more within the realm of innovative teaching and employ various methods to enhance their quality of teaching and learning. Naturally, to be sure, we also hope that readers will take note of the progress we have made in the above-referenced aspects of our research.