ISSN (Print): 2945-381X
ISSN (Online): 3082-5563
ISSN (Online): 3082-5563
About the Journal
Student Journal of Technology and Educational Research (SJTER) is a peer-reviewed academic journal dedicated to showcasing the research outputs of student-researchers in Teacher Education programs, Senior High School, Graduate School, and allied fields. The journal serves as an inclusive platform for emerging scholars to share their academic inquiries, innovative ideas, and evidence-based practices that contribute to the advancement of education. The journal serves as an inclusive platform for emerging scholars to share their academic inquiries, innovative ideas, and evidence-based practices that contribute to the advancement of education.
SJTER covers a broad range of disciplines, including Language and Literature, Mathematics, Social Studies, Early Childhood Education, Elementary and Higher Education, Technology and Livelihood Education, Physical Education, ICT and other related fields within the spectrum of technology and educational research.
The journal aims to feature outstanding student research that reflects emerging trends, foundational principles, innovative pedagogical practices, experimental approaches, methodological rigor, and educational literacy. Through this focus, SJTER empowers student researchers to engage in meaningful academic discourse and develop competencies vital for scholarly and professional growth.
Ultimately, SJTER seeks to contribute to the broader academic community by promoting student-led research, developing a culture of inquiry, and supporting the development of future educators, researchers, and leaders in the field of education.
Current Issue
Vol. 3 No. 1 (2026): Student Journal of Technology and Educational Research
The Editorial Board of the Student Journal of Technology and Educational Research (SJTER) is pleased to present Volume 3, Issue 1 (2026) of the journal, which showcases a collection of scholarly works produced by student researchers and educators from various academic institutions. These research outputs reflect the growing commitment of emerging scholars to addressing contemporary educational challenges through rigorous and meaningful inquiry.
The articles featured in this issue highlight the evolving landscape of education, where technological innovation, evidence-based pedagogy, and learner-centered practices converge to improve teaching and learning outcomes. Several studies explore the integration of artificial intelligence in education, particularly in reading-to-writing instruction, which underscore both the opportunities and responsibilities that accompany the increasing use of AI in academic settings. Other contributions examine professional development among teachers, physical literacy in physical education, and key determinants of mathematics learning, including self-confidence, reading comprehension, symbolic translation, and mathematical fluency. Collectively, these studies demonstrate how diverse educational factors interact to influence learner achievement and instructional effectiveness.
This issue also reflects the journal’s continuing mission to provide an inclusive platform for student researchers to disseminate original and relevant research. The breadth of topics represented affirms the importance of interdisciplinary inquiry and the valuable contributions that student-led investigations make to educational scholarship and practice.
The Editorial Board extends its sincere appreciation to all authors for entrusting SJTER with their scholarly work and for their dedication throughout the publication process. We likewise express our gratitude to our peer reviewers, whose expertise, professionalism, and commitment have ensured the quality and integrity of every published manuscript.
We hope that the research presented in this issue will inspire further inquiry, encourage evidence-informed educational practices, and motivate more students and educators to engage in research that contributes to the continuous advancement of education and technology. As the field continues to evolve, we remain committed to building a vibrant community of emerging researchers whose works contribute meaningfully in schools, communities, and society.
The Editor-in-Chief
Published:
2026-06-30
