• Lakhal Sawsen Université de Sherbrooke
  • Martha Cleveland-Innes Athabasca University




Editorial, teaching and learning, digital technology


We are pleased to publish the final 2021 issue of CJLT/RCAT which includes five empirical articles and a book review. Articles focus on teacher professional development and the use of technology in teaching and learning in elementary, secondary, and higher education.

Collectively, CJLT Volume 47 Issue 3, 2021 brings together research findings from Africa (Tunisia, Kenya, and Nigeria), Asia (India), and Canada in primary, secondary, and higher education. CJLT has supported the advancement of research on teaching and learning with digital technologies in Canada and around the world and will continue to do so in the coming years. We hope that you will find in our journal some answers to the many questions that have arisen from the pedagogical transformations that have been necessary over the past two years to adapt to the pandemic context, and which open the door to pedagogical innovations in the future.

We sincerely thank our reviewers for their time in reviewing the manuscripts.


Blaschke, L. M. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 52, 1629-1645. https://doi.org/10.1111/bjet.13105

Lock, J., Lakhal, S., Cleveland‐Innes, M., Arancibia, P., Dell, D., & De Silva, N. (2021). Creating technology‐enabled lifelong learning: A heutagogical approach. British Journal of Educational Technology, 52(4), 1646-1662. https://doi.org/10.1111/bjet.13122

Majumdar, R., Flanagan, B., & Ogata, H. (2021). eBook Technology Facilitating University Education During COVID-19: Japanese Experience. Canadian Journal of Learning and Technology, 47(4). https://doi.org/10.21432/cjlt28038

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177%2F2347631120983481

St‐Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366. https://doi.org/10.1111/bjet.13169

Teo, C. L., Tan, S. C., & Chan, C. K. (2021). Pedagogical transformation and teacher learning for knowledge building: Turning COVID-19 challenges into opportunities. Canadian Journal of Learning and Technology, 47(4). https://doi.org/10.21432/cjlt28057