Focus & Scope
Journal of Emerging Technologies in Education is a scholarly journal dedicated to research on the design, implementation, and evaluation of educational technology under conditions that differ meaningfully from the well-resourced, high-connectivity settings most commonly represented in the educational technology literature. The journal's core identity rests on two complementary lenses that together define its contribution to the field.
First, the journal centers research conducted in and about Southeast Asia and comparable Global South contexts — regions with distinct linguistic diversity, institutional structures, and technology adoption trajectories that are frequently underrepresented in mainstream educational technology publishing, even as they account for a substantial share of the world's learners. Second, the journal prioritizes studies that directly engage with resource-constrained implementation — including limited bandwidth and device access, teacher training gaps, budget constraints, and infrastructural instability — rather than treating these as incidental limitations to be noted and set aside. Manuscripts that report on high-resource, high-connectivity implementations are welcome primarily where they offer a comparative or contrastive perspective relevant to constrained settings.
This thematic focus defines the journal's scope, not the nationality or institutional affiliation of its authors. Researchers from any country are welcome to submit, provided their manuscript engages substantively with Southeast Asian, Global South, or resource-constrained educational technology contexts — whether through direct study, cross-regional comparison, or conceptual work grounded in such evidence. The editorial board actively seeks to broaden the geographic diversity of contributing authors as part of the journal's ongoing development.
This dual focus is intended to generate a body of literature that is both regionally grounded and globally relevant: findings from Southeast Asian and resource-constrained contexts frequently anticipate challenges that better-resourced systems encounter only later, or reveal adaptive practices with broader applicability. The journal welcomes empirical research articles, literature reviews, case studies, and conceptual papers related to the themes below.
Design, deployment, and evaluation of digital learning tools engineered for intermittent connectivity, limited device access, and offline-first functionality, including SMS- and radio-based learning delivery.
Application of technology to support learners with special needs, rural and remote communities, and other underserved populations across Southeast Asia and comparable regions.
Strategies for building educator digital literacy and technology integration skills where formal training infrastructure, ongoing technical support, or reliable equipment access is limited.
Implementation of VR and AR in learning environments where hardware cost, device availability, or technical infrastructure shape adoption, including low-cost and mobile-based alternatives to conventional VR/AR systems.
How educational technology supports learning across the linguistic and cultural diversity characteristic of Southeast Asian and comparable multiethnic, multilingual education systems.
Ethical, data privacy, and security considerations distinct to resource-constrained deployments, including data cost burdens on learners and families and the equity implications of technology-mediated instruction.
Use of learning analytics and predictive techniques where institutional data infrastructure, sample sizes, or historical records are limited, including lightweight and low-cost analytical approaches.
The role of technology in supporting learning outside formal education systems, including community learning centers, religious and vocational education settings, and grassroots digital literacy initiatives.
The mental and physical well-being effects of technology-mediated learning, including stressors specific to constrained-access environments such as unreliable connectivity, shared devices, and data cost pressure.
Comparative studies that examine resource-constrained implementation alongside well-resourced settings, and conceptual papers that draw on Southeast Asian or Global South experience to inform educational technology theory more broadly, are especially welcome.