About the Journal

 

The Journal of Hypermedia & Technology-Enhanced Learning (J-HyTEL) is a peer-reviewed, open-access journal (e-ISSN 2985-9166; DOI prefix: 10.58536) dedicated to advancing research and innovation at the nexus of educational technology, media technology, and computer science applications. Published triannually in February, June, and October, the journal explores key areas such as technology-enhanced learning (TEL), hypermedia, and the evolving role of emerging technologies in pedagogy, vocational training, and cross-cultural education. J-HyTEL also addresses applications in computer science, including software development, computational methodologies, and advanced IT solutions.

Aligned with the Sustainable Development Goals (SDGs), J-HyTEL bridges the gap between theory and practice by publishing research that addresses modern challenges in education and technology. The journal fosters interdisciplinary collaboration and welcomes diverse contributions, including: (1) Theoretical and conceptual studies; (2) Empirical research; (3) Practical applications and case studies; and (4) Systematic reviews. All papers undergo double-blind peer review by at least two referees.

In collaboration with the Digital Society Lab (University of Belgrade) and PVKTII (Perkumpulan Pendidikan Vokasi dan Kejuruan Teknologi Informasi Indonesia) to promote innovation and excellence in hypermedia, educational technology, and computer science applications. Committed to inclusivity, the journal supports early-career researchers, first-time authors, and contributors from under-represented regions, fostering an inclusive platform for knowledge dissemination.

As an international journal, J-HyTEL empowers researchers, educators, and professionals across social sciences, engineering, and computer sciences to shape the future of education through technology-driven solutions. The journal highlights the crucial role of computer science applications, media technology, and interdisciplinary innovation in solving real-world challenges and advancing educational innovation.

The accepted manuscript was written in English.
Double-blind peer review. Immediate open access. Authors retain copyright.