This editorial reflects on the past year of the Journal of Educational Computing Research, highlighting record impact factor and submission growth alongside initiatives to strengthen transparency, ethical reporting, and methodological rigour. Key developments include the introduction of a mandatory ethical statement, expansion of the editorial board, the introduction of the RAISE framework for AI-focused research, and evolving attention to future research needs. Submission patterns, editorial priorities, and future objectives are discussed, highlighting the journal’s commitment to stewardship, scholarly standards, and responsible, innovative research.
AllisonJ. (2025a). Beyond innovation: Centring ethics and social responsibility in educational computing. Journal of Educational Computing Research, 63(4), 795–800. https://doi.org/10.1177/07356331251331851
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AllisonJ. (2025b). RAISE the standard: A framework for transparent reporting of artificial intelligence studies in education. Journal of Educational Computing Research, 64(1), 3–15. https://doi.org/10.1177/07356331251377430
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AllisonJ.HwangG.-J.MayerR. E.PellasN.KarnalimO.de FreitasS.NgO.-L.HuangY.-M.HooshyarD.SeidmanR. H.Al-EmranM.MikropoulosT. A.SchroederN. L.RoscoeR. D.SanusiI. (2025). From generative AI to extended reality: Multidisciplinary perspectives on the challenges, opportunities, and future of educational computing. Journal of Educational Computing Research, 63(6), 1327–1363. https://doi.org/10.1177/07356331251359964
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ChiuT. K. F. (2025). Responsible digital citizen: Building AI ethics awareness across subjects. Interactive Learning Environments, 33(4), 2759–2761. https://doi.org/10.1080/10494820.2025.2494914
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GongY.WangM.HeL.XuC.YuY. (2025). Asking, playing, learning: Investigating large language model-based scaffolding in digital game-based learning for elementary artificial intelligence education. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251396354
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KarnalimO. (2025). Issues on GenAI-Generated review reports in academic publishing. Journal of Educational Technology Systems, 54(2), 255–257. https://doi.org/10.1177/00472395251381892
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KhodabandehF. (2025). The impact of AI-Assisted vs. instructor-provided feedback on Awe, autonomy, and letter writing skills in introverted and extroverted EFL learners in online learning environments. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251412228
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LewinC.CukurovaM.MavrikisM.OuthwaiteL.MajorL.RubegniE. (2025). BJET editorial 2026: The changing landscape of EdTech and AI scholarship. British Journal of Educational Technology. https://doi.org/10.1111/bjet.70039
TliliA.BondM.BozkurtA.ArarK.ChiuT. K. F.RospigliosiP. ‘asher.’ (2025). Academic integrity in the generative AI (GenAI) era: A collective editorial response. Interactive Learning Environments, 33(3), 1819–1822. https://doi.org/10.1080/10494820.2025.2471198
