Editorial 62/2

The papers in this issue bring together an interrelated, yet distinct, set of empirical studies and conceptual/thought pieces that typify the issues and challenges faced by both learners and teachers in the global higher education sector today.The papers draw on data gathered in multiple higher education institutions across the globe and represent learners and learning environments in the global north and south.In addition, the papers draw on a range of methodological approaches, from large-scale questionnaire data to smaller observational and case studies.They have been organised thematically.However, the interrelated nature of the topics covered means that several different groupings would have been possible.It is difficult, for example, to separate issues of higher-order skill development from pedagogical practices.Similarly, issues of technology and the use of virtual reality or artificial intelligence cannot be separated from the learning opportunities and outcomes they purport to address.We start with four papers that spotlight issues of online and blended learning.They consider not simply teaching approaches but rather explore frameworks to promote effective online learning and the different ways that blended learning might support the development of higher-order academic skills.We start with a paper by Carroll, Lang and Connolly, which considers issues relating to online learning and what is needed for it to be effective and for students to have the opportunity to engage in meaningful and high-quality learning experiences.The authors utilised the Community of Inquiry (CoI) framework to consider the place of different forms of 'presence' in the facilitation and development of learning experiences.Through their work with 100 students, they argue that the existing CoI framework, which emphasises social, teaching and cognitive presence, needs to be expanded to support the needs of online learners.They propose the Digital Community of Inquiry framework that includes the essential dimension of selfpresence.They argue that such a framework is more appropriate when considering the development of online learning opportunities.Altowairiki also considers the use of particular frameworks to support curriculum design, this time in a blended learning environment.The study considered students' perceptions and experiences of blended learning that was based on the principles of universal design for learning.Drawing on data derived from online questionnaires and indepth interviews, Altowairiki emphasises the importance instructor presence in the blended environment as a key influence on, and facilitator of, learning.The remaining two papers in this first section report studies of blended learning.The first of these, by Ayesha, draws attention to classroom practices and activities that might quietly and subtly support the development of learner attributes such as autonomy, evaluation and active decision-making.In the study of 150 students and nine teachers engaged in blended learning English language and communication courses in Pakistan, there was evidence of all three learner behaviours in operation despite cultural traditions