Digital Learning, Social Science, and Life-course Studies

Issue Vol. 2 No. 1 (2026): June of Digital Learning, Social Science, and Life-course Studies features 5 published articles written by 13 authors from 4 countries, namely Indonesia, Russian Federation, Pakistan, and Tanzania. This issue presents scholarly works that explore the dynamic relationship between digital learning, educational innovation, social transformation, and life-course perspectives. The articles highlight contemporary developments in AI-supported learning, digital examinations, explainable artificial intelligence, digital integrated learning, and metacognitive readiness in lifelong learning pathways. Through diverse methodological approaches and interdisciplinary perspectives, this issue contributes to ongoing academic discussions on digital transformation, pedagogical practice, academic integrity, social development, and the broader implications of technology in educational and social contexts. Collectively, the issue provides meaningful insights for researchers, educators, policymakers, and practitioners seeking to understand and respond to the evolving challenges of learning and society in the digital era.