COL has published the March issue of its Journal of Learning for Development (JL4D) with peer-reviewed papers, case studies, and reports on various aspects of technology-enabled teaching, learning and training.

In the invited section of this issue, Aras Bozkurt maps the impact of the Covid-19 pandemic on the resilience, adaptability and sustainability of higher education.

The current issue also features four research articles and three case studies. These range from reconsidering access in conventional vs open higher education to decrypting learners’ retention of MOOCs to exploring the use of social media as strategies in educational research, and much more.

Reports from the field analyse the learning effects of Internet access during examinations and present virtual community mentoring models for the psychosocial development and well-being of middle school underachievers during Covid-19.

The two book reviews aim to contribute to a better understanding of curriculum and new models of lifelong learning as well as social justice in teacher education and development in Africa.

As observed by Dr Tony Mays, the managing associate editor, “As we emerge from the pandemic, an enduring legacy will likely be the increased use of technology-enabled learning, a stronger recognition of the need for continuous professional development and, hopefully, more responsive and flexible curriculum offerings. This issue explores these future-directed issues.”

Since 2014, JL4D has been providing a forum for the publication of research with a focus on innovation in learning, in particular but not exclusively open and distance learning, and its contribution to development.