From Foundations to Futures: Mapping Ten Years of Scholarly Growth in the 'Journal of Learning for Development' to Bridge Research, Practice, and Policy
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| Title: | From Foundations to Futures: Mapping Ten Years of Scholarly Growth in the 'Journal of Learning for Development' to Bridge Research, Practice, and Policy |
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| Language: | English |
| Authors: | Berrin Cefa (ORCID |
| Source: | Journal of Learning for Development. 2025 12(2):235-258. |
| Availability: | Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Periodicals, Journal Articles, Citations (References), Educational Research, Authors, Cooperation, Geographic Regions, Foreign Countries, Open Educational Resources, Distance Education, COVID-19, Pandemics, Open Education |
| Geographic Terms: | Asia, Europe, Latin America, Caribbean, Middle East, Africa, North America |
| ISSN: | 2311-1550 |
| Abstract: | This article presents a comprehensive review of the "Journal of Learning for Development (JL4D)" over its first decade (2014-2024), employing bibliometric, content, and citation analyses to explore the "Journal"'s scholarly contributions, thematic evolution, and global impact. The findings reveal a steady increase in research output, a diversification of authorship across 55 countries, and a growing trend toward collaborative and cross-regional scholarship, particularly in response to the COVID-19 pandemic. Content analysis confirms the "Journal"'s sustained focus on equitable access to education, highlighting key themes such as Open Educational Resources (OER), capacity building, digital literacy, and pedagogical innovation. Citation metrics demonstrate the "Journal"'s expanding academic influence, with top-cited works addressing Education 4.0, social justice in open education, and teacher professional development. Beyond numerical indicators, "JL4D"'s true strength lies in its role as an inclusive platform bridging research, practice, and policy to support learning for development. As it enters its second decade, "JL4D" is well-positioned to deepen its academic impact while nurturing interdisciplinary collaborations that advance sustainable educational futures. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480665 |
| Database: | ERIC |
| Abstract: | This article presents a comprehensive review of the "Journal of Learning for Development (JL4D)" over its first decade (2014-2024), employing bibliometric, content, and citation analyses to explore the "Journal"'s scholarly contributions, thematic evolution, and global impact. The findings reveal a steady increase in research output, a diversification of authorship across 55 countries, and a growing trend toward collaborative and cross-regional scholarship, particularly in response to the COVID-19 pandemic. Content analysis confirms the "Journal"'s sustained focus on equitable access to education, highlighting key themes such as Open Educational Resources (OER), capacity building, digital literacy, and pedagogical innovation. Citation metrics demonstrate the "Journal"'s expanding academic influence, with top-cited works addressing Education 4.0, social justice in open education, and teacher professional development. Beyond numerical indicators, "JL4D"'s true strength lies in its role as an inclusive platform bridging research, practice, and policy to support learning for development. As it enters its second decade, "JL4D" is well-positioned to deepen its academic impact while nurturing interdisciplinary collaborations that advance sustainable educational futures. |
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| ISSN: | 2311-1550 |
