This issue of the Journal of Educational Theory and Practice brings together original research examining the role of social networking technologies and practices within open and distributed learning environments. As online, blended, and open educational models continue to expand, understanding how learners connect, collaborate, and construct knowledge through networked interaction has become increasingly central to the study of contemporary pedagogy.

The contributions in this issue explore how social networking shapes learner engagement, community formation, and knowledge co-construction across a range of open and distance education contexts, including massive open online courses (MOOCs), online learning communities, and distributed higher education programs. Articles examine topics such as the pedagogical design of networked learning environments, the role of social presence and interaction in sustaining learner motivation, the use of social media and collaborative platforms to support open education, and the challenges of equity, access, and participation in digitally mediated learning networks.