Sabtu, 24 Oktober 2026

Learning Teach Amin

 

1.        Guan ZH, Lin SSJ. When and how learners engage with source information in digital multiple-text reading: Effects of task instruction and text trustworthiness from eye-tracking technology. Comput Educ. 2025;236. doi:10.1016/j.compedu.2025.105362

2.        Sülter RE, Ketelaar PE, Lange WG. SpeakApp-Kids! Virtual reality training to reduce fear of public speaking in children – A proof of concept. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104384

3.        Chen X, Xiao Y. Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105090

4.        Castillo-Martínez IM, Argüelles-Cruz AJ, Piñal-Ramírez OE, Glasserman-Morales LD, Ramírez-Montoya MS, Carreon-Hermosillo A. Towards the development of complex thinking in university students: Mixed methods with ideathon and artificial intelligence. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100186

5.        Tilak JBG, Kumar AG. Policy Changes in Global Higher Education: What Lessons Do We Learn from the COVID-19 Pandemic? High Educ Policy. 2022;35(3):610-628. doi:10.1057/s41307-022-00266-0

6.        Muyambi GC, Ahiaku PKA. Inequalities and education in South Africa: A scoping review. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100408

7.        Luyten H. The global rise of online chatting and its adverse effect on reading literacy. Stud Educ Eval. 2022;72. doi:10.1016/j.stueduc.2021.101101

8.        van der Meij H, Nuketayeva K. Effects of practice schedules in video tutorials for software training. Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104786

9.        Luengo-Aravena D, Cabello P, Rodriguez-Milhomens Bachino B. Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105079

10.      AlZoubi D, Baran E, Karabulut-Ilgu A, Morales AS, Gilbert SB. From concept to classroom: Developing instructor dashboards through human centered design. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100234

11.      Anghel E, Littenberg-Tobias J, von Davier M. What I wanted and what I did: Motivation and engagement in a massive open online course. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104929

12.      Tsai MJ, Chien FP, Sun WT, Jha NK. How block-based programming supports novice learners’ coding comprehension: Evidence from eye-tracking lag-sequential analysis. Comput Educ. 2025;239. doi:10.1016/j.compedu.2025.105430

13.      Liong M, Yeung DY, Cheng GHL, Cheung RYH. Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach. Comput Educ. 2023;195. doi:10.1016/j.compedu.2022.104722

14.      Lore C, Lee HS, Pallant A, Chao J. Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle. Comput Educ. 2024;222. doi:10.1016/j.compedu.2024.105149

15.      Chang HY. Scaffolding online peer critiquing to develop students’ epistemic criteria of data visualization. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104863

16.      Wang F, Ni X, Zhang M, Zhang J. Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents. Comput Educ. 2024;213. doi:10.1016/j.compedu.2024.105003

17.      Romero-Rodríguez JM, Martínez-Menéndez A, Alonso-García S, Victoria-Maldonado JJ. The reality of the gamification methodology in Primary Education: A systematic review. Int J Educ Res. 2024;128. doi:10.1016/j.ijer.2024.102481

18.      Genesee F. The monolingual bias. J Immers Content-Based Lang Educ. 2022;10(2):153-181. doi:10.1075/jicb.21016.gen

19.      Nissen J. Aspirations and limitations: the state of world music education in secondary schools in multicultural Manchester. Br J Music Educ. 2023;40(3):385-396. doi:10.1017/S0265051723000098

20.      Turós M, Nagy R, Szűts Z. What percentage of secondary school students do their homework with the help of artificial intelligence? - A survey of attitudes towards artificial intelligence. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100394

21.      Kwong CYC, Churchill D. Applying the activity theory framework to analyse the use of ePortfolios in an International Baccalaureate Middle Years Programme Sciences classroom: A longitudinal multiple-case study. Comput Educ. 2023;200. doi:10.1016/j.compedu.2023.104792

22.      Yu SY, Kaur J. Increasing student comprehension in the English-medium instruction (EMI) context: Lecturers’ use of explicitness strategies. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100334

23.      Koyama J, Kasper J. Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies. Linguist Educ. 2022;70. doi:10.1016/j.linged.2021.101010

24.      Tuarob S, Satravisut M, Sangtunchai P, Nunthavanich S, Noraset T. FALCoN: Detecting and classifying abusive language in social networks using context features and unlabeled data. Inf Process Manag. 2023;60(4). doi:10.1016/j.ipm.2023.103381

25.      Ludwig S, Rausch A, Deutscher V, Seifried J. Predicting problem-solving success in an office simulation applying N-grams and a random forest to behavioral process data. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105093

26.      Orji IJ, Ojadi F, Okwara UK. Assessing the pre-conditions for the pedagogical use of digital tools in the Nigerian higher education sector. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100626

27.      Ortiz-Martínez E, Santos-Jaén JM, Palacios-Manzano M. Games in the classroom? Analysis of their effects on financial accounting marks in higher education. Int J Manag Educ. 2022;20(1). doi:10.1016/j.ijme.2021.100584

28.      Petko D, Mishra P, Koehler MJ. TPACK in context: An updated model. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100244

29.      Buckley JB, Thompson AK, Tretter TR, Biesecker C, Robinson BS, Hammond AN. “Where I feel the most connected:” Community of Inquiry supporting sense of belonging in a HyFlex engineering course. Internet High Educ. 2024;60. doi:10.1016/j.iheduc.2023.100930

30.      Alam S, Mahmud I, Hoque SMS, Akter R, Sohel Rana SM. Predicting students’ intention to continue business courses on online platforms during the Covid-19: An extended expectation confirmation theory. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100706

31.      Korte SM, Cheung WMY, Maasilta M, et al. Enhancing artificial intelligence literacy through cross-cultural online workshops. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100164

32.      Chookaew S, Kitcharoen P, Howimanporn S, Panjaburee P. Fostering student competencies and perceptions through artificial intelligence of things educational platform. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100308

33.      Kohnke L, Zou D, Ou AW, Gu MM. Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100398

34.      Andersen MR, Kabel K, Bremholm J, Bundsgaard J, Hansen LK. Automatic proficiency scoring for early-stage writing. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100168

35.      Grabner-Hagen MM, Kingsley T. From badges to boss challenges: Gamification through need-supporting scaffolded design to instruct and motivate elementary learners. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2023.100131

36.      Jaccard D, Bonnier KE, Hellström M. How might serious games trigger a transformation in project management education ? Lessons learned from 10 Years of experimentations. Proj Leadersh Soc. 2022;3. doi:10.1016/j.plas.2022.100047

37.      Sanusi IT, Olaleye SA, Oyelere SS, Dixon RA. Investigating learners’ competencies for artificial intelligence education in an African K-12 setting. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100083

38.      Duran D, Kääntä L. Building word knowledge through integrated vocabulary explanations in ESL tutorials. Linguist Educ. 2023;75. doi:10.1016/j.linged.2023.101182

39.      Johnson CS, Lu C, Gyimah G. The civic side of American charter schools. Int J Educ Dev. 2024;110. doi:10.1016/j.ijedudev.2024.103130

40.      Mok KH. Impact of COVID-19 on Higher Education: Critical Reflections. High Educ Policy. 2022;35(3):563-567. doi:10.1057/s41307-022-00285-x

41.      Deehan J, Redshaw S, Danaia L, Postlethwaite F, Donnelly A, Morris C. Understanding STEM beyond the cities: A comprehensive review of non-metropolitan STEM education research. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100496

42.      Su J, Zhong Y. Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100072

43.      Gupta P, Mahajan R, Badhera U, Kushwaha PS. Integrating generative AI in management education: A mixed-methods study using social construction of technology theory. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101017

44.      García-Cabrera AM, Martín-Santana JD, Déniz-Déniz M de la C, Suárez-Ortega SM, García-Soto MG, Melián-Alzola L. The relevance of entrepreneurial competences from a faculty and students’ perspective: The role of consensus for the achievement of competences. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100774

45.      Paradeda RB, Santos HVS. Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT). Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100098

46.      Fabian A, Fütterer T, Backfisch I, et al. Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments. Comput Educ. 2024;217. doi:10.1016/j.compedu.2024.105040

47.      Ratan R, Lin Q, Lim C, et al. Time matters in VR: Students benefit from longer VR class duration, but certain outcomes decline after 45 minutes, with large individual variance. Comput Educ. 2025;235. doi:10.1016/j.compedu.2025.105328

48.      Vaezi S, Vaezi M, Nami F. Academic dishonesty out, use of resources in. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100193

49.      Lima CB De, Walton S, Owen T. A critical outlook at augmented reality and its adoption in education. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100103

50.      Wang X, Liu S, Zhang L. How the “West as method” fails: A study of entrepreneurship education from the perspective of China. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101073

51.      Chiu TKF, Chen Y, Yau KW, et al. Developing and validating measures for AI literacy tests: From self-reported to objective measures. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100282

52.      Rashwan ZI, Busebaia TJ, Khonji LM, Eweida RS, Matooq AA, Bayoumi MM. Between challenges and support: Preceptors run clinical nursing training amidst unprecedented crisis. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2023.100260

53.      Honorato-Errázuriz J, Bastidas-Schade V, Ramírez-Montoya MS. Reading for all implementing public policies: Quantitative method and process evaluation in early literacy. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100420

54.      Wiese LJ, Patil I, Schiff DS, Magana AJ. AI ethics education: A systematic literature review. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100405

55.      Dorn C. I Never Saw as Good a Nature Show Before: Walt Disney, Environmental Education, and the True-Life Adventures. Hist Educ Q. 2023;63(2):243-270. doi:10.1017/heq.2022.12

56.      Tsai MJ, Wu AH, Bråten I, Wang CY. What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information. Comput Educ. 2022;187. doi:10.1016/j.compedu.2022.104544

57.      Liang JC, Hwang GJ. A robot-based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement. Comput Educ. 2023;201. doi:10.1016/j.compedu.2023.104827

58.      Isenström L. Positions of children’s human rights in school-age educare centers. Int J Educ Res. 2024;128. doi:10.1016/j.ijer.2024.102492

59.      Brkić L, Mekterović I, Fertalj M, Mekterović D. Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system. Comput Educ. 2024;213. doi:10.1016/j.compedu.2024.105001

60.      Bell S. Understanding the competing logics of district education office work: The case of Ghana. Int J Educ Dev. 2025;113. doi:10.1016/j.ijedudev.2025.103219

61.      Celik P. The effectiveness of school-based child sexual abuse prevention programmes among primary school-aged children: A systematic review. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100348

62.      Ng DTK, Chan EKC, Lo CK. Opportunities, challenges and school strategies for integrating generative AI in education. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100373

63.      Anggadwita G, Indarti N, Ratten V. Changes in Indonesian private universities educational practices in the post COVID-19 environment. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2023.100905

64.      Cabell SQ, Kim JS, White TG, et al. Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge. J Educ Psychol. 2024;117(2):153-175. doi:10.1037/edu0000916

65.      Stoten DW. How can we conceptualise the ways in which Business School academics view signature pedagogy? A social ecology approach. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100844

66.      Tanner C, Schmocker D, Katsarov J, Christen M. Educating moral sensitivity in business: An experimental study to evaluate the effectiveness of a serious moral game. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104381

67.      Denes G. A case study of using AI for General Certificate of Secondary Education (GCSE) grade prediction in a selective independent school in England. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100129

68.      Hwang GJ, Tu YF, Chu HC. Conceptions of the metaverse in higher education: A draw-a-picture analysis and surveys to investigate the perceptions of students with different motivation levels. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104868

69.      Chiu TKF. Future research recommendations for transforming higher education with generative AI. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2023.100197

70.      Manorat P, Tuarob S, Pongpaichet S. Artificial intelligence in computer programming education: A systematic literature review. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100403

71.      Sweller J, Zhang L, Ashman G, Cobern W, Kirschner PA. Response to De Jong et al.’s (2023) paper “Let’s talk evidence – The case for combining inquiry-based and direct instruction.” Educ Res Rev. 2024;42. doi:10.1016/j.edurev.2023.100584

72.      Du J, Daniel BK. Transforming language education: A systematic review of AI-powered chatbots for English as a foreign language speaking practice. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100230

73.      Ciampi L, Downing P, Aslam M, Rawal S, Rose P. The extended role of educators at times of crisis: Lessons from Afghanistan, Ghana, and Sierra Leone during the COVID-19 pandemic. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102826

74.      Wang D, Tao Y, Chen G. Artificial intelligence in classroom discourse: A systematic review of the past decade. Int J Educ Res. 2024;123. doi:10.1016/j.ijer.2023.102275

75.      Bivens BM. Sustaining the Movement: Community Care and Collaboration at the Highlander Nursery School, 1938-1953. Hist Educ Q. 2025;65(1):29-52. doi:10.1017/heq.2024.52

76.      Chang CC, Hwang GJ, Chen KF. Fostering professional trainers with robot-based digital storytelling: A brainstorming, selection, forming and evaluation model for training guidance. Comput Educ. 2023;202. doi:10.1016/j.compedu.2023.104834

77.      Xie L, Jiang Y, Chang CN, Zeng XY, Hong J, Mo F. How are faculty and college students embracing AI? — A multi-informant mixed method study. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100506

78.      Nissen SØ. Forces of responsible leadership: A multiple case study on enhancing sustainable inner development through management education. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101224

79.      Crawford M, Rutkowski D, Rutkowski L. Improving reading abilities, attitudes and practices: A home-based intervention of supplementary texts for young readers in Cambodia. Int J Educ Dev. 2023;103. doi:10.1016/j.ijedudev.2023.102906

80.      Huang CY, Wang JC. Effectiveness of a three-dimensional-printing curriculum: Developing and evaluating an elementary school design-oriented model course. Comput Educ. 2022;187. doi:10.1016/j.compedu.2022.104553

81.      Donaldson C. From classroom to industry: Entrepreneurship students’ perceptions of a subject-based open innovation challenge. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2024.101130

82.      Zakariya YF, Barattucci M. Short form of revised two-factor study process questionnaire: Development, validation, and cross-validation in two European countries. Stud Educ Eval. 2022;75. doi:10.1016/j.stueduc.2022.101206

83.      Hanke M. Living the spiral curriculum: using the Swanwick/Tillman sequence of musical development to support music in primary schools in the 1980s. Br J Music Educ. 2022;39(1):115-119. doi:10.1017/S0265051721000267

84.      Pi Z, Liu W, Ling H, Zhang X, Li X. Does an instructor’s facial expressions override their body gestures in video lectures? Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104679

85.      Kajiwara Y, Kawabata K. AI literacy for ethical use of chatbot: Will students accept AI ethics? Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100251

86.      Mäntylä K, Roiha A, Dufva H. Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives. J Immers Content-Based Lang Educ. 2023;11(1):29-54. doi:10.1075/jicb.21033.man

87.      Sander ZM, Rieder V, Spinath B. Expectations versus reality: motivational outcomes of unmet course-specific expectations in higher education. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102843

88.      Smeplass E. Investigating adult learners’ experiences from using slow reading as a pedagogical approach. Int J Educ Res. 2023;122. doi:10.1016/j.ijer.2023.102252

89.      Zulfiqar S, Sarwar B, Huo C, Zhao X, ul Mahasbi H. AI-powered education: Driving entrepreneurial spirit among university students. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2024.101106

90.      Campbell T, Gooden C, Smith F, Yeo S. Supporting college students to communicate productively in groups: A self-awareness intervention. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100213

91.      Li Z, Pardos ZA, Ren C. Aligning open educational resources to new taxonomies: How AI technologies can help and in which scenarios. Comput Educ. 2024;216. doi:10.1016/j.compedu.2024.105027

92.      Crespo-Martínez E, Bueno S, Gallego MD. Uses and Gratifications approach to evaluate the continuance intention of ATIC: A serious video game to learn entrepreneurship. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2024.101125

93.      Buchner J, Kerres M. Media comparison studies dominate comparative research on augmented reality in education. Comput Educ. 2023;195. doi:10.1016/j.compedu.2022.104711

94.      Borchers J, Cunha MS da. School performance and inequality of opportunities in Latin America. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101497

95.      Flanagan RM, Symonds JE. Children’s self-talk in naturalistic classroom settings in middle childhood: A systematic literature review. Educ Res Rev. 2022;35. doi:10.1016/j.edurev.2022.100432

96.      Bjerke AH, Dalland C, Mausethagen S, Knudsmoen H. Negotiating performative and professional accountability in inclusive mathematics education in Norway. Int J Educ Res. 2025;129. doi:10.1016/j.ijer.2024.102518

97.      van de Werfhorst HG, Kessenich E, Geven S. The digital divide in online education: Inequality in digital readiness of students and schools. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100100

98.      Sonnenberg D, Rutledge P. Online education benefits instructors’ emotional labor management. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100225

99.      Celis Vargas A, Magnussen R, Mulder I, Larsen B. Authentic open data inquiry in schools. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100287

100.    Black P, Wilson E. Digitally mediated collaboration and participation: composing 10,427 miles and 11 hours apart. Br J Music Educ. 2025;42(1):124-135. doi:10.1017/S0265051724000226

101.    Lenkeit J, Hartmann A, Ehlert A, Knigge M, Spörer N. Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded? Int J Educ Res. 2022;113. doi:10.1016/j.ijer.2022.101957

102.    Rizk J, Hillier C. Digital technology and increasing engagement among students with disabilities: Interaction rituals and digital capital. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100099

103.    Okagbue EF, Ezeachikulo UP, Nchekwubemchukwu IS, et al. The effects of Covid-19 pandemic on the education system in Nigeria: The role of competency-based education. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2022.100219

104.    Fong CJ. A renaissance in feedback science? Reviewing and reimagining feedback research methods. Contemp Educ Psychol. 2025;83. doi:10.1016/j.cedpsych.2025.102414

105.    Ng ML, Behforouz B, Ghaithi A Al. Grammar and engagement in focus: Evaluating Gemini AI’s impact on an educational environment. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100302

106.    Brennan C, Packard M, Newman J. Building a critically transformative community of inquiry in an online undergraduate program. Internet High Educ. 2022;52. doi:10.1016/j.iheduc.2021.100830

107.    Porter T, Catalán Molina D, Lucas M, Oberle C, Trzesniewski K. Classroom environment predicts changes in expressed intellectual humility. Contemp Educ Psychol. 2022;70. doi:10.1016/j.cedpsych.2022.102081

108.    Karakaş A. Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations. Linguist Educ. 2023;77. doi:10.1016/j.linged.2023.101221

109.    Huang X, Macgilchrist F. From physical feelings to empathy: An immersive virtual reality approach to facilitate physical empathy. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100215

110.    Bem-Haja P, Nossa P, Ferreira AJ, Pereira DS, Silva CF. AI analysis reveals top predictors of first grade success: Insights from multifactorial screening students’ early days of school. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100415

111.    Yuwono EI, Tjondronegoro D, Riverola C, Loy J. Co-creation in action: Bridging the knowledge gap in artificial intelligence among innovation champions. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100272

112.    Obiakor TE. Language of instruction policy in Nigeria: Assessing implementation and literacy achievement in a multilingual environment. Int J Educ Dev. 2024;109. doi:10.1016/j.ijedudev.2024.103108

113.    Benavot A, Williams JH, Naidoo J. Should we not be educating for resilience? Leveraging SDG4 in times of crisis. Int J Educ Dev. 2024;104. doi:10.1016/j.ijedudev.2023.102929

114.    Darmawansah D, Lin CJ, Hwang GJ. Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking. Comput Educ. 2022;184. doi:10.1016/j.compedu.2022.104516

115.    Bernabei M, Colabianchi S, Falegnami A, Costantino F. Students’ use of large language models in engineering education: A case study on technology acceptance, perceptions, efficacy, and detection chances. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100172

116.    Giorgino MC, Barnabè F, Kunc M. Experiencing with visuals in accounting education: The case of integrated reports. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100809

117.    Siry C, Wilmes SED, Frisch R. Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom. Int J Educ Res. 2024;127. doi:10.1016/j.ijer.2024.102357

118.    Garg A, Nisumba Soodhani K, Rajendran R. Enhancing data analysis and programming skills through structured prompt training: The impact of generative AI in engineering education. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100380

119.    Zheng H, Thomas SM. Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts? Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101481

120.    Agbo B, Morris C, Osman M, Basketts J, Kyriacou T. A systematic literature review on software applications used to support curriculum development and delivery in primary and secondary education. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100385

121.    Mohajerzad H, Schrader J. Transfer from research to practice – A scoping review about transfer strategies in the field of research on digital media. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100111

122.    Martínez-Bravo M del M, Capobianco-Uriarte M de las M, Terán-Yépez E, Marín-Carrillo GM, Casado-Belmonte M del P. Integrating sustainability into business and management studies in higher education. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2024.100939

123.    Leveridge J. Practicalities of a spiral-inspired approach. Br J Music Educ. 2022;39(1):125-130. doi:10.1017/S0265051721000309

124.    Peruzzo F, Ball SJ, Grimaldi E. Peopling the crowded education state: Heterarchical spaces, EdTech markets and new modes of governing during the COVID-19 pandemic. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.102006

125.    Jacob L, Lachner A, Scheiter K. Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Comput Educ. 2022;182. doi:10.1016/j.compedu.2022.104469

126.    Zhang L, Xu J. The paradox of self-efficacy and technological dependence: Unraveling generative AI’s impact on university students’ task completion. Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2024.100978

127.    Yim IHY. Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100321

128.    Engeness I. Exploring AI-generated feedback in peer-discussion contexts: A mixed-methods study of essay writing in secondary classrooms. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100504

129.    Lv X, Yan R, Wang S. The relationship between family-school-community collaboration and students’ academic achievement: A Moderated Mediation Model. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102774

130.    Tran MT. Fostering sustainable mindsets: A critical exploration of educational psychology in business education. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101054

131.    Björklund S, Mård-Miettinen K, Pakarinen S. A language socialisation perspective on Swedish immersion in Finland. J Immers Content-Based Lang Educ. 2022;10(2):323-342. doi:10.1075/jicb.21019.bjo

132.    Escala N, Romeu T, Guitert M. Arts integration with digital tools in primary schools: Innovative pedagogical practices in Catalonia. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100538

133.    Jeng A, Williams-Dobosz D, Bosch N, Perry M. Direct and indirect ways of being helpful in online peer help-giving interactions. Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104894

134.    Garcia-Varela F, Bekerman Z, Nussbaum M, Mendoza M, Montero J. Reducing interpretative ambiguity in an educational environment with ChatGPT. Comput Educ. 2025;225. doi:10.1016/j.compedu.2024.105182

135.    Zha S, Jin Y, Wheeler R, Bosarge E. A mixed-method cluster analysis of physical computing and robotics integration in middle-grade math lesson plans. Comput Educ. 2022;190. doi:10.1016/j.compedu.2022.104623

136.    Ronksley-Pavia M, Nguyen L, Wheeley E, et al. A scoping literature review of generative artificial intelligence for supporting neurodivergent school students. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100437

137.    Orona GA, Li Q, McPartlan P, Bartek C, Xu D. What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability. Comput Educ. 2022;184. doi:10.1016/j.compedu.2022.104498

138.    Ulm F, Silva T, Kouroumichaki E, et al. From awareness to action: insights from European academics on the integration of permaculture in management education. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101210

139.    Vanari K, Reinaru D, Eisenschmidt E. Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools. Stud Educ Eval. 2025;85. doi:10.1016/j.stueduc.2025.101465

140.    Vergara K, Rossel PO, Herskovic V. Understanding the use of physical computing in K-12 education: A systematic literature review. Educ Res Rev. 2025;48. doi:10.1016/j.edurev.2025.100705

141.    Robertson K. Using a classroom-as-organization method to bridge the research-practice gap in human resource management. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100871

142.    Lim FV, Toh W, Nguyen TTH. Multimodality in the English language classroom: A systematic review of literature. Linguist Educ. 2022;69. doi:10.1016/j.linged.2022.101048

143.    Shaw L. Preparing conservatoire students for the music education workforce: conversations with alumni. Br J Music Educ. 2024;41(3):292-304. doi:10.1017/S0265051724000111

144.    Jiang Q, Zhang Y, Wei W, Gu C. Evaluating technological and instructional factors influencing the acceptance of AIGC-assisted design courses. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100287

145.    Olson CB, Maamuujav U, Chung HQ, et al. Conducting a National Expansion of a Text-Based Argument Writing Intervention for Secondary Students Using a Cognitive Strategies Approach. J Educ Psychol. 2025;117(4):582-602. doi:10.1037/edu0000941

146.    Tafazoli D. Exploring the potential of generative AI in democratizing English language education. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100275

147.    Foster N, Van Avermaet P, Auger N. Hierarchies of home language proficiency in the linguistically diverse primary school classroom: Personal, social and contextual positioning. Linguist Educ. 2023;76. doi:10.1016/j.linged.2023.101187

148.    Gaweł A, Ksendzuk V, Patlatoi O, Wach A. Digital business simulation games in higher education during armed conflicts. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101261

149.    Hung WC, Lin CP, Chen HH. The role of social cognitive theory in physical literacy and autonomy support through competency-based physical education in Taiwan. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102679

150.    Krooi M, Whittingham J, Beausaert S. Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review. Stud Educ Eval. 2024;82. doi:10.1016/j.stueduc.2024.101360

151.    Sablić M, Mirosavljević A, Bogatić K. Multigrade education and the montessori model: A pathway towards inclusion and equity. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102600

152.    Wang X, Lee SM. The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2024.102521

153.    Alemdag E, Yildirim Z. Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Comput Educ. 2022;188. doi:10.1016/j.compedu.2022.104574

154.    Shanahan E, Birinci S, Alghamdi A, Reno E, Lembke E, McMaster K. Sustained Use of Data-Based Writing Instruction Before and During the COVID-19 Pandemic. J Educ Psychol. 2024;116(7):1196-1214. doi:10.1037/edu0000864

155.    Zhu X, Shui H, Chen B. Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms. Internet High Educ. 2023;59. doi:10.1016/j.iheduc.2023.100919

156.    Flanagan CA, Diemer MA, Bardelli E, et al. Leveraging environmental civic science and the communal attainment value of STEM to foster science motivation among minoritized youth. Contemp Educ Psychol. 2025;83. doi:10.1016/j.cedpsych.2025.102418

157.    Varga PA, Hipkiss AM, Staf S. Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context. Linguist Educ. 2023;78. doi:10.1016/j.linged.2023.101246

158.    Dakakni D, Safa N. Artificial intelligence in the L2 classroom: Implications and challenges on ethics and equity in higher education: A 21st century Pandora’s box. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100179

159.    Liu J, Yan C, Liu W, Liu X, Ding Y, Zhou Y. Research on learner “emotion-behavior-ability” characteristics based on MOOC online education user profiles. Inf Process Manag. 2025;62(3). doi:10.1016/j.ipm.2024.104026

160.    Falloon G. Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling. Comput Educ. 2024;216. doi:10.1016/j.compedu.2024.105045

161.    Lawrence LEM, Mercier E, Tucker Parks T, Bosch N, Paquette L. Accuracy and effectiveness of an orchestration tool on instructors’ interventions and groups’ collaboration. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100203

162.    Karaca-Atik A, Meeuwisse M, Gorgievski M, Smeets G. Uncovering important 21st-century skills for sustainable career development of social sciences graduates: A systematic review. Educ Res Rev. 2023;39. doi:10.1016/j.edurev.2023.100528

163.    Hallab A, Trotzke A. Linguistic reasoning for secondary school students: The case of identifying syntactic functions in L1 grammar education. Linguist Educ. 2025;90. doi:10.1016/j.linged.2025.101467

164.    Costa A, Rodrigues F, Pitarma R, Ferreira ME. Design and validation of an instrument to evaluate the workgroup methodology in university students. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100351

165.    Simonová J, Navrátilová J. Beyond the label: Students’ view of placement and replacement in between-class ability grouping. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100475

166.    Guggemos J, Moser L, Seufert S. Learners don’t know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy. Comput Educ. 2022;188. doi:10.1016/j.compedu.2022.104552

167.    Sharma S. Adoption of generative artificial intelligence in management education using unlearning mechanism. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101249

168.    Sempowicz T, Carrington S. Advancing the inclusion agenda in Australia: A multi-case study of the school experiences of children adopted from overseas. Int J Educ Res. 2023;117. doi:10.1016/j.ijer.2022.102124

169.    Hu Y, Elliot AJ, Wouters P, van der Schaaf M, Kester L, Pekrun R. Effects of Peers’ Emotions on Students’ Emotions, Achievement Goals, Mental Effort, and Performance. J Educ Psychol. 2024;116(7):1283-1299. doi:10.1037/edu0000895

170.    Bin-Nashwan SA, Bouteraa M, Benlahcene A, Sadallah M. Beyond hype: Is ChatGPT-generated content effective in class preparation among academic instructors? Internet High Educ. 2025;66. doi:10.1016/j.iheduc.2025.101016

171.    Hazzam J, Wilkins S, Southall C, Ibrahim B. The influence of LinkedIn group community on postgraduate student experience, satisfaction and grades. Comput Educ. 2024;216. doi:10.1016/j.compedu.2024.105052

172.    Hanham J, Hendry A. Timing matters: Unpacking the dynamics of project-based groups through exploring proxy efficacy and collective efficacy. Int J Educ Res. 2024;126. doi:10.1016/j.ijer.2024.102387

173.    Fecke J, Lohberger K, Braun E. The relationship between social inhibitions and various measures of communication skills in two types of digital simulations. Comput Educ. 2025;235. doi:10.1016/j.compedu.2025.105361

174.    Ronaghi MH, Forouharfar A. Virtual reality and the simulated experiences for the promotion of entrepreneurial intention: An exploratory contextual study for entrepreneurship education. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100972

175.    Vargas-Merino JA, Rios-Lama CA, Bello-Mamani DX, Panez-Bendezú MH. Sustainable entrepreneurship in HEIs. A systematic review from the perspective of higher education in business. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101137

176.    Bewersdorff A, Seßler K, Baur A, Kasneci E, Nerdel C. Assessing student errors in experimentation using artificial intelligence and large language models: A comparative study with human raters. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100177

177.    Mugume R, Bulime ENW. Does institutional quality matter for primary school retention? Lessons from Uganda. Int J Educ Dev. 2024;104. doi:10.1016/j.ijedudev.2023.102940

178.    Salguero-Pazos MR, Reyes-de-Cózar S. Interventions to reduce academic procrastination: A systematic review. Int J Educ Res. 2023;121. doi:10.1016/j.ijer.2023.102228

179.    Ito A, Isohama Y, Watanabe K. Comparison of flipped and traditional lecture-based classrooms for Kampo (traditional Japanese medicine) education in a medical school. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100156

180.    Wang J, Gong S, Cao Y, Guo X, Peng P. Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards. Comput Educ. 2025;225. doi:10.1016/j.compedu.2024.105196

181.    González-Mohíno M, Ramos-Ruiz JE, López-Castro JA, García-García L. Maximizing student satisfaction in education: Instagram’s role in motivation, communication, and participation. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101045

182.    Adams C, Pente P, Lemermeyer G, Rockwell G. Ethical principles for artificial intelligence in K-12 education. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100131

183.    Li X, Li Y, Mao Z, Gong R. The effects of group awareness support combined with collaboration scripts on adaptive social regulation in promoting students’ challenge awareness and social regulation strategies. Comput Educ. 2025;235. doi:10.1016/j.compedu.2025.105324

184.    Ruzek E, Aldrup K, Lüdtke O. Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design. Contemp Educ Psychol. 2022;70. doi:10.1016/j.cedpsych.2022.102085

185.    Grohnert T, Gromotka L, Gast I, Delnoij L, Beausaert S. Effective master’s thesis supervision – A summative framework for research and practice. Educ Res Rev. 2024;42. doi:10.1016/j.edurev.2023.100589

186.    Shanshan S, Chenhui D, Lijuan L. Metaphor and board writing matter: The mediating roles of psychological distance and immersion in video lectures. Comput Educ. 2022;191. doi:10.1016/j.compedu.2022.104630

187.    Burriss SK, Hutchins N, Conley Z, et al. Redesigning an AI bill of rights with/for young people: Principles for exploring AI ethics with middle and high school students. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100317

188.    Bianchá Ramírez HF, Shah S, Segura Antury J, Castro López SJ. Disciplinary boundary crossings in collaborative CLIL in higher education. J Immers Content-Based Lang Educ. 2023;11(1):90-108. doi:10.1075/jicb.21028.sha

189.    Choi MS. A sojourning multilingual family’s sense-making in a science museum: A repertoire approach. Linguist Educ. 2022;72. doi:10.1016/j.linged.2022.101106

190.    Azzi A, Erdős F, Németh R, Varadarajan V, Afrifa S. Comparative analysis of NLP-driven MCQ generators from text sources. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100440

191.    Sandoval-Hernández A, Carrasco D, Eryilmaz N. A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments. Stud Educ Eval. 2025;87. doi:10.1016/j.stueduc.2025.101519

192.    Galloway EP, Uccelli P. Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice. Linguist Educ. 2024;84. doi:10.1016/j.linged.2024.101358

193.    Chen B, Zhu X, Díaz del Castillo H. F. Integrating generative AI in knowledge building. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100184

194.    Schaaf M, Brod G, Breitwieser J. Planning promotes studying – The higher the plan quality the better: A micro-randomized trial. Contemp Educ Psychol. 2025;83. doi:10.1016/j.cedpsych.2025.102422

195.    Wang L, Muenks K, Yan VX. Interventions to Promote Retrieval Practice: Strategy Knowledge Predicts Intent, but Perceived Cost Predicts Usage. J Educ Psychol. 2023;115(8):1070-1086. doi:10.1037/edu0000813

196.    Tesfaw B, Tefera G, Awoke S, et al. Science education and conflict: The case of South Wollo, Ethiopia. Int J Educ Dev. 2025;112. doi:10.1016/j.ijedudev.2024.103176

197.    Braathen K, Gulbrandsen LM, Aarsæther F. Exploring students’ perspectives on ‘contingent support’ in a broad interprofessional education programme. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102813

198.    Han Z, Ying R, Huang C, Tsai CC, Wang X, He T. Identifying students’ metacognition patterns by their needs for cognitive closure in human-GenAI collaboration. Comput Educ. 2025;239. doi:10.1016/j.compedu.2025.105422

199.    Bhutoria A. Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100068

200.    Rosier G. The case method evaluated in terms of higher education research: A pilot study. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100660

201.    Ma Q, Crosthwaite P, Sun D, Zou D. Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100278

202.    Caccavale F, Gargalo CL, Kager J, Larsen S, Gernaey K V., Krühne U. ChatGMP: A case of AI chatbots in chemical engineering education towards the automation of repetitive tasks. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2024.100354

203.    Tachaiyaphum N, Gurney L, Daly N. “Fingers which mean นิ้ว นิ้วแบบนิ้วมือ.” J Immers Content-Based Lang Educ. 2024;12(1):25-48. doi:10.1075/jicb.23008.tac

204.    Saqr M, López-Pernas S, Jovanović J, Gašević D. Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories. Internet High Educ. 2023;57. doi:10.1016/j.iheduc.2022.100902

205.    Domingo-Peñafiel L, Farré-Riera L, Carrete-Marín N, Simó-Gil N. Innovation and inclusion in multigrade settings: A case study in a secondary rural school in Catalonia. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102767

206.    Sweeney A, Burke J, Meehan T. The impact of mindful pedagogy on creativity in higher education students, a systematic review. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100504

207.    Yu FY, Liu YH, Liu K. Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis. Stud Educ Eval. 2023;78. doi:10.1016/j.stueduc.2023.101279

208.    Collett-Schmitt K, McKendree A, Rubey K, McManus Warnell J. Beyond the Backlash: Integrating DEI in business education to develop responsible leaders. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101212

209.    Kokotsaki D, Whitford H. Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach. Br J Music Educ. 2024;41(1):31-50. doi:10.1017/S0265051723000426

210.    Taimur S, Onuki M. Design thinking as digital transformative pedagogy in higher sustainability education: Cases from Japan and Germany. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.101994

211.    Yılmaz A, Söğüt S. Language education for social justice: Reproductions or disruptions through technology. Comput Educ. 2022;187. doi:10.1016/j.compedu.2022.104535

212.    Patrício LD, Ferreira JJ. Aligning entrepreneurial universities’ HEInnovate dimensions with entrepreneurs’ needs: A graduate entrepreneur-centered perspective. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100882

213.    Borbon MR, Ebardo RA. Social media discussions on educators: Selecting and appraisal of recent research using TF-IDF. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100293

214.    McCowan T, Omingo M, Schendel R, Adu-Yeboah C, Tabulawa R. Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana. Int J Educ Dev. 2022;90. doi:10.1016/j.ijedudev.2022.102558

215.    Thompson Z, Yoon H, Booth P. Dispersed assessment: A novel approach to enhancing student engagement during and beyond Covid-19. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100811

216.    Estellés M, Fischman GE. Teddy bears, citizenship and un/educational safety in Aotearoa New Zealand during Covid-19. Int J Educ Dev. 2023;98. doi:10.1016/j.ijedudev.2023.102736

217.    Ortiz-López A, Olmos-Migueláñez S, Sánchez-Prieto JC. Mobile-based assessment acceptance: A systematic literature review in the educational context. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2025.102551

218.    Haavisto M, Jaakkola T, Lepola J. Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context? Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104775

219.    Jones BD, Fenerci-Soysal H, Wilkins JLM. Measuring the motivational climate in an online course: A case study using an online survey tool to promote data-driven decisions. Proj Leadersh Soc. 2022;3. doi:10.1016/j.plas.2022.100046

220.    Kang W, Lee HS, Hong JH. AI-assisted design communication in ceramic-crafts education: Investigating image generation tools for concept representation and pedagogical practice. Comput Educ. 2025;239. doi:10.1016/j.compedu.2025.105419

221.    Göransdotter R. Looking Ahead: Nordic and British Perspectives on History of Education. Hist Educ Q. 2024;64:347-351. doi:10.1017/heq.2024.27

222.    Igarashi T, Suryadarma D. Foundational mathematics and reading skills of Filipino students over a generation. Int J Educ Dev. 2023;96. doi:10.1016/j.ijedudev.2022.102688

223.    Slaughter Y, Aliani R, Bonar G, Keary A. Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis. Linguist Educ. 2024;79. doi:10.1016/j.linged.2023.101265

224.    Fang X, Chiu TKF. Enhancing business education through video: A conceptual model and research directions based on a systematic review. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100959

225.    Livingstone S, Pothong K, Atabey A, Hooper L, Day E. The Googlization of the classroom: Is the UK effective in protecting children’s data and rights? Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100195

226.    Rahman MM, Shindaini AJM, Husain T. Structural barriers to providing basic education to Rohingya children in the Kutupalong refugee camp, Cox’s Bazar, Bangladesh. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100159

227.    Henderikx M, Vrieling-Teunter E, Molin F, Nadolski R. Peer feedback modelling needs in online higher education an exploratory study. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101464

228.    Dalton-Puffer C, Hüttner J, Llinares A. CLIL in the 21st Century. J Immers Content-Based Lang Educ. 2022;10(2):182-206. doi:10.1075/jicb.21021.dal

229.    Tiberius V, Weyland M, Mahto R V. Best of entrepreneurship education? A curriculum analysis of the highest-ranking entrepreneurship MBA programs. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2022.100753

230.    Wang KH. Mapping adult education institutions for development in Taiwan: The impact of course design, instructional approach, and faculty management on performance. Int J Educ Dev. 2025;117. doi:10.1016/j.ijedudev.2025.103351

231.    Hamlin D, Adigun O, Adams C. Do virtual schools deliver in rural areas? A longitudinal analysis of academic outcomes. Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104789

232.    Su J, Yang W. A systematic review of integrating computational thinking in early childhood education. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2023.100122

233.    Barkela V, Schmitt L, Leuchter M. The impact of cognitive and motivational resources on engagement with automated formative feedback. Contemp Educ Psychol. 2023;75. doi:10.1016/j.cedpsych.2023.102234

234.    Ratten V, Jones P. Generative artificial intelligence (ChatGPT): Implications for management educators. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100857

235.    Hu YH, Yu HY, Tzeng JW, Zhong KC. Using an avatar-based digital collaboration platform to foster ethical education for university students. Comput Educ. 2023;196. doi:10.1016/j.compedu.2023.104728

236.    Liu CC, Liao MG, Chang CH, Lin HM. An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading. Comput Educ. 2022;189. doi:10.1016/j.compedu.2022.104576

237.    Aldino AA, Tsai YS, Gupte S, et al. Analytics of Learner-Centered Feedback: A Large-Scale Case Study in Higher Education. Comput Educ. 2025;237. doi:10.1016/j.compedu.2025.105360

238.    Symons C, Bian Y. Exploring a linguistic orientation to facilitating refugee-background youth’s meaning-making with texts: A self-study. Linguist Educ. 2022;70. doi:10.1016/j.linged.2022.101031

239.    Stöhr C, Ou AW, Malmström H. Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100259

240.    Sun X, Xu ZX, Meng LC, Shi DN. AI-driven gamified speech training for primary students: framework and evaluation. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100312

241.    Ettenauer B, Buxton C, Yu J, Di Y. Healthy candy canes and magic ramen: Do concept maps show knowledge, language and cultural connections? Linguist Educ. 2025;87. doi:10.1016/j.linged.2025.101423

242.    Zhang S, Jaldi CD, Schroeder NL, López AA, Gladstone JR, Heidig S. Pedagogical agent design for K-12 education: A systematic review. Comput Educ. 2024;223. doi:10.1016/j.compedu.2024.105165

243.    Hsia LH, Lin YN, Lin CH, Hwang GJ. Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105212

244.    Schubatzky T, Burde JP, Große-Heilmann R, Lachner A, Riese J, Weiler D. From knowledge to intention: The role of TPACK and self-efficacy in technology integration. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100246

245.    Bell R, Cui J. Addressing progressive educational reforms: Fusing acquisition approaches and participation in Chinese entrepreneurship education. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2022.100748

246.    Zhang Y, Hu Y, Ma F, Cui H, Cheng X, Pan Y. Interpersonal educational neuroscience: A scoping review of the literature. Educ Res Rev. 2024;42. doi:10.1016/j.edurev.2024.100593

247.    Wang Y, Liu W, Yu X, Li B, Wang Q. The impact of virtual technology on students’ creativity: A meta-analysis. Comput Educ. 2024;215. doi:10.1016/j.compedu.2024.105044

248.    Çetin S. Equity in assessment: Addressing systemic barriers for visually impaired students. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102757

249.    Schubatzky T, Burde JP, Große-Heilmann R, Haagen-Schützenhöfer C, Riese J, Weiler D. Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Comput Educ. 2023;206. doi:10.1016/j.compedu.2023.104900

250.    Jin Y, Yan L, Echeverria V, Gašević D, Martinez-Maldonado R. Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2024.100348

251.    Kaczkó É, Ostendorf A. Critical thinking in the community of inquiry framework: An analysis of the theoretical model and cognitive presence coding schemes. Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104662

252.    van den Oever K, Koornneef S. The relationship between attending a lecture in-person, synchronously online or asynchronously online and student grade. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101171

253.    Bagherimajd kamran, khajedad K. Designing a model of sustainable education based on artificial intelligence in higher education. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100439

254.    Lo CK, Hew KF, Jong MS yung. The influence of ChatGPT on student engagement: A systematic review and future research agenda. Comput Educ. 2024;219. doi:10.1016/j.compedu.2024.105100

255.    Pfingsthorn J, Weltgen J. Inclusive and fair assessment in foreign language education: The role of fundamental attribution error in the evaluation of students’ performance. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100160

256.    Bermeo-Andrade H, González LE, Salazar-Camacho N, Perdomo-Pérez M. Dreams and fears in the process of creative thinking in children from areas affected by the armed conflict in Colombia. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100381

257.    Zhang X, Wang Y, Chen H. A study on the effect of peer assessment on children’s knowledge construction processes based on Epistemic Network Analysis. Stud Educ Eval. 2025;84. doi:10.1016/j.stueduc.2024.101441

258.    Su J, Yang W. Artificial intelligence in early childhood education: A scoping review. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100049

259.    Sobkowiak P. Translanguaging practices in the EFL classroom - the Polish context. Linguist Educ. 2022;69. doi:10.1016/j.linged.2022.101020

260.    Santos JMDS Dos, Silveira ARP, Breda AMRDA, Saimon M, Lavicza Z. Empowering Mozambican educators: Overcoming technological challenges to implement STEAM education. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100481

261.    Hallal K, Hamdan R, Tlais S. Exploring the potential of AI-Chatbots in organic chemistry: An assessment of ChatGPT and Bard. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100170

262.    Pyle A, Danniels E, Larsen NE, Martinussen R. Supporting children’s self-regulation development in play-based kindergarten classrooms. Int J Educ Res. 2022;116. doi:10.1016/j.ijer.2022.102059

263.    Goetz T, Bieleke M, Yanagida T, et al. Test Boredom: Exploring a Neglected Emotion. J Educ Psychol. 2023;115(7):911-931. doi:10.1037/edu0000807

264.    Eisenschmidt E, Ley T, Seitlinger P, Tammets K. Exploring leaders’ perceptions of school resilience during COVID-19: Constructing the framework for school development. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100375

265.    Sultana S, Fang F. English as the medium of instruction and mother-tongue-based translanguaging: Challenges and prospects for tertiary education in Bangladesh and China. Int J Educ Dev. 2024;104. doi:10.1016/j.ijedudev.2023.102951

266.    Lin JH, Yang SC, Lin JY. Fostering ecosystem understanding: The synergistic impact of inquiry-based instruction and information literacy. Comput Educ. 2024;220. doi:10.1016/j.compedu.2024.105125

267.    Xuan Lam P, Mai PQH, Nguyen QH, Pham T, Nguyen THH, Nguyen TH. Enhancing educational evaluation through predictive student assessment modeling. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100244

268.    David SS. Professional vision in the multilingual classroom. Linguist Educ. 2025;88. doi:10.1016/j.linged.2025.101450

269.    Taylor G, Kolak J, Norgate SH, Monaghan P. Assessing the educational potential and language content of touchscreen apps for preschool children. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100102

270.    Kankal B, Patra SK, Panda R. Pedagogy innovation and integration of films in management education: Review and research paradigms. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100804

271.    Vorderobermeier A, Abel J, Sailer M. Theoretical foundations and approaches in research on educational escape rooms: A systematic review. Educ Res Rev. 2024;44. doi:10.1016/j.edurev.2024.100625

272.    Tangney B, Sullivan K, Lawlor J. Online collaborative PBL – The Bridge21 approach. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100224

273.    Evangelio C, Rodríguez-González P, Fernández-Río J, Gonzalez-Villora S. Cyberbullying in elementary and middle school students: A systematic review. Comput Educ. 2022;176. doi:10.1016/j.compedu.2021.104356

274.    Tettamanzi P, Minutiello V, Murgolo M. Accounting education and digitalization: A new perspective after the pandemic. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100847

275.    Stutchbury K, Biard O. Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa. Int J Educ Dev. 2023;98. doi:10.1016/j.ijedudev.2023.102746

276.    Dania T, Chládková H, Duda J, Kožíšek R, Hrdličková A. The motivation of generation Z: A prototype of the Mendel University student. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100891

277.    Prediger S, Rösike KA, Wischgoll A. Beyond basic skills: An effective foundation intervention for low-achieving fifth graders’ understanding of basic concepts. Stud Educ Eval. 2025;85. doi:10.1016/j.stueduc.2025.101452

278.    Scheider S, Rosenfeld S, Bink S, Lecina N. Educational inequality due to lack of validity: A methodological critique of the Dutch school system. Int J Educ Res. 2023;117. doi:10.1016/j.ijer.2022.102097

279.    Sondari PS, Phetchroj Y. Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US. Linguist Educ. 2023;77. doi:10.1016/j.linged.2023.101192

280.    Feola R, Crudele C, Celenta R. Developing cross-cultural competence in entrepreneurship education: What is the role of the university. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101055

281.    Pach J, Stoffels M, Schoonmade L, van Ingen E, Kusurkar RA. The impact of educational activities on professional identity formation in social sciences and humanities: a scoping review. Educ Res Rev. 2025;48. doi:10.1016/j.edurev.2025.100704

282.    Boulhrir T, Hamash M. Unpacking artificial intelligence in elementary education: A comprehensive thematic analysis systematic review. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100442

283.    Awuor NO, Weng C, Piedad EJ, Militar R. Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction. Comput Educ. 2022;176. doi:10.1016/j.compedu.2021.104357

284.    Murshidi G Al, Daoud S, Derei R Al, Alhamidi H, Jabir W, Sayed N. Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100297

285.    Zhan Z, He L, Tong Y, Liang X, Guo S, Lan X. The effectiveness of gamification in programming education: Evidence from a meta-analysis. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100096

286.    Shih JL, Chiu MM, Lin CH. Personality, strategies and game moves linked to prosocial behaviors: A statistical discourse analysis. Comput Educ. 2024;217. doi:10.1016/j.compedu.2024.105072

287.    Xu S, Huang X, Lo CK, Chen G, Jong MS yung. Evaluating the performance of ChatGPT and GPT-4o in coding classroom discourse data: A study of synchronous online mathematics instruction. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100325

288.    Chang CC, Hwang GJ. A structured reflection-based graphic organizer approach for professional training: A technology-supported AQSR approach. Comput Educ. 2022;183. doi:10.1016/j.compedu.2022.104502

289.    Zheng S. The effects of chatbot use on foreign language reading anxiety and reading performance among Chinese secondary school students. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100271

290.    Pesovski I, Jolakoski P, Trajkovik V, Kubincova Z, Herzog MA. Predicting student achievement through peer network analysis for timely personalization via generative AI. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100430

291.    Shambare B, Simuja C. Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100206

292.    Sakata N, Bremner N, Bórquez-Morales LS. The Nueva Escuela Mexicana reform in Mexico: Promises and tensions in revaluing the people’s Mexico. Int J Educ Dev. 2025;116. doi:10.1016/j.ijedudev.2025.103295

293.    Dressler R, Crossman K, Kawalilak C. Blogging for intercultural communicative competence in study abroad programs. Study Abroad Res Second Lang Acquis Int Educ. 2022;7(2):181-203. doi:10.1075/sar.21028.dre

294.    Tzirides AO (Olnancy), Zapata G, Kastania NP, et al. Combining human and artificial intelligence for enhanced AI literacy in higher education. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100184

295.    Diwakar S, Kolil VK, Francis SP, Achuthan K. Intrinsic and extrinsic motivation among students for laboratory courses - Assessing the impact of virtual laboratories. Comput Educ. 2023;198. doi:10.1016/j.compedu.2023.104758

296.    Montecinos C, Cortez M, Valenzuela JP, Maureira O, Vanni X. Mobilizing continuous improvement in high-poverty effective public secondary schools in Chile: The contributions of subject departments. Int J Educ Dev. 2025;112. doi:10.1016/j.ijedudev.2024.103185

297.    Martin F, Zhuang M, Schaefer D. Systematic review of research on artificial intelligence in K-12 education (2017–2022). Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2023.100195

298.    Hartnett M, Brown C, Forbes D, Gedera D, Datt A. Enhanced or diminished attitudes: University students’ agency. Comput Educ. 2023;198. doi:10.1016/j.compedu.2023.104773

299.    Juuti K, Kervinen A, Loukomies A. Quality over frequency in using digital technology: Measuring the experienced functional use. Comput Educ. 2022;176. doi:10.1016/j.compedu.2021.104361

300.    Deriba FG, Sanusi IT. Artificial intelligence in Ethiopian school curriculum: Educators’ practices, challenges, and recommendations. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100251

301.    Jain A, Naik KR, Kakade K, Bhanot S, Kulkarni SC. Reimagining management education: Navigating the shift to education 4.0 in the digital era. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101182

302.    Zhai H, Huang Q, Chen P. College experiences and outcomes of undergraduate major switchers in China. Int J Educ Dev. 2025;117. doi:10.1016/j.ijedudev.2025.103340

303.    Thomas DP. Structuring written arguments in primary and secondary school: A systemic functional linguistics perspective. Linguist Educ. 2022;72. doi:10.1016/j.linged.2022.101120

304.    Yarrow N, Cahu P, Breeding ME, Afkar R. What I really want: Policy maker views on education in Southeast Asia. Int J Educ Dev. 2024;108. doi:10.1016/j.ijedudev.2024.103054

305.    Shi Y, Pyne K, Kulophas D, Bangpan M. Exploring equity in educational policies and interventions in primary and secondary education in the context of public health emergencies: A systematic literature review. Int J Educ Res. 2022;111. doi:10.1016/j.ijer.2021.101911

306.    Li J, Jiang L. Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101391

307.    Busso D, Perri Shkurti R. Hidden curricula in financial reporting and analysis for MBA students - is the message received? Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101231

308.    Cheng MT, Lin CC, Chen YH, Hsu ME, Cheng FC. Anter: Ant research institute – Three iterations of testing to develop an ant world in the palm of the hand. Comput Educ. 2023;198. doi:10.1016/j.compedu.2023.104772

309.    Kopcha TJ, Ocak C. Children’s computational thinking as the development of a possibility space. Comput Educ Open. 2023;5. doi:10.1016/j.caeo.2023.100156

310.    Fraj-Andrés E, Herrando C, Lucia-Palacios L, Pérez-López R. Students apprehension and affective inertia in a Twitter-based activity: Evidence form students of an economics degree. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100683

311.    Musk N, van der Meij S. Critical interactional strategies for selecting candidate translations in online translation tools in collaborative EFL writing tasks. Linguist Educ. 2024;80. doi:10.1016/j.linged.2024.101290

312.    Woltran F, Schwab S. Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students. Linguist Educ. 2025;85. doi:10.1016/j.linged.2024.101379

313.    Lymer G, Lindwall O, Greiffenhagen C. Student writing in higher education: From texts to practices to textual practices. Linguist Educ. 2024;80. doi:10.1016/j.linged.2023.101247

314.    Afzal F, Crawford L. Student’s perception of engagement in online project management education and its impact on performance: The mediating role of self-motivation. Proj Leadersh Soc. 2022;3. doi:10.1016/j.plas.2022.100057

315.    Cohen R, Gershy N, Davidov M. Why Things Can Go Wrong When Parents Try to Help Children With Their Homework: The Role of Parental Emotion Regulation and Mentalization. J Educ Psychol. 2024;116(6):921-935. doi:10.1037/edu0000873

316.    Rapanta C, Miralda-Balda A, Garcia-Milà M, Vrikki M, Macagno F, Evagorou M. Detecting the factors affecting classroom dialogue quality. Linguist Educ. 2023;77. doi:10.1016/j.linged.2023.101223

317.    Ye W, Alemán JMA, Nilsen T, Widding-Havneraas T. Will what helps now help later? The role of school spending in shaping academic resilience and future success for Norway’s disadvantaged students. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102804

318.    Verdoes L, Dikken J, Brakel-van Lobenstein N van, van Leeuwen – Prins ST, Mariëlle de Waal G, Renden PG. Embracing a constraints-led approach for skills acquisition in nursing education: Insights from a focus group study. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100459

319.    Childers G, Linsky CL, Payne B, Byers J, Baker D. K-12 educators’ self-confidence in designing and implementing cybersecurity lessons. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2022.100119

320.    Mashayekh S. Agentic learners and task negotiation: How is task response constructed. Stud Educ Eval. 2022;73. doi:10.1016/j.stueduc.2022.101149

321.    Beauchemin F, Krone B, Machado E, Qin K, Valauri A, Hartman P. Toward a theory of transgressive classroom language. Linguist Educ. 2025;85. doi:10.1016/j.linged.2024.101356

322.    Xu D, Liu Y, Shea ZM, Vincent-Layton K, White J, Pacansky-Brock M. Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices. Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2025.100998

323.    Schmitz ML, Antonietti C, Cattaneo A, Gonon P, Petko D. When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe. Comput Educ. 2022;179. doi:10.1016/j.compedu.2021.104411

324.    Qin K, Beauchemin F. “Everybody has to be with everybody”: Languaging relational and intellectual work with multilingual learners in a science class community. Linguist Educ. 2022;69. doi:10.1016/j.linged.2022.101019

325.    Chan JYC, Ottmar ER, Smith H, Closser AH. Variables versus numbers: Effects of symbols and algebraic knowledge on students’ problem-solving strategies. Contemp Educ Psychol. 2022;71. doi:10.1016/j.cedpsych.2022.102114

326.    Mullick J, Wang Q, Vlcek S, Sikder S. “The possibility of meeting the needs of all children”: A framework for enhancing inclusive STEAM pedagogy in early childhood settings. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102705

327.    Pavlič L, Beranič T, Brezočnik L, Heričko M. Towards a novel catalog of assessment patterns for distant education in the information technology domain. Comput Educ. 2022;182. doi:10.1016/j.compedu.2022.104470

328.    Murillo-Zamorano LR, López-Sánchez JÁ, López-Rey MJ, Bueno-Muñoz C. Gamification in higher education: The ECOn+ star battles. Comput Educ. 2023;194. doi:10.1016/j.compedu.2022.104699

329.    Zheng XL, Huang J, Xia XH, et al. Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104920

330.    Conde-Izquierdo S, Ruano ÁM, Nicolás DP. The impact of active methodologies in the classroom on academic achievement: A systematic literature review using the PRISMA protocol. Int J Educ Res. 2025;132. doi:10.1016/j.ijer.2025.102644

331.    Wang G, Wu X, Liu Z, Qin Z. Reducing 0s bias in video moment retrieval with a circular competence-based captioner. Inf Process Manag. 2023;60(2). doi:10.1016/j.ipm.2022.103147

332.    Zhou X, Li Q, Xu D, Li XF, Fischer C. College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity. Internet High Educ. 2023;58. doi:10.1016/j.iheduc.2023.100912

333.    Kahmann R, Droop M, Lazonder AW. Meta-analysis of professional development programs in differentiated instruction. Int J Educ Res. 2022;116. doi:10.1016/j.ijer.2022.102072

334.    Zarestky J, Bigler M, Brazile M, Lopes T, Bangerth W. Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100085

335.    Foster JK, Korban M, Youngs P, Watson GS, Acton ST. Automatic classification of activities in classroom videos. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100207

336.    Yuan R, Li M, Zhang T. “Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction. Linguist Educ. 2023;75. doi:10.1016/j.linged.2023.101163

337.    Ba S, Hu X. Measuring emotions in education using wearable devices: A systematic review. Comput Educ. 2023;200. doi:10.1016/j.compedu.2023.104797

338.    Kohnke L, Moorhouse BL, Zou D. Exploring generative artificial intelligence preparedness among university language instructors: A case study. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100156

339.    Lin L, Shen S, Shadiev R, Yu M. Review of research on design thinking in K-12 education. Educ Res Rev. 2025;47. doi:10.1016/j.edurev.2025.100682

340.    Cortez CP, Osenar - Rosqueta AMF, Prudente MS. Cooperative-flipped classroom under online modality: Enhancing students’ mathematics achievement and critical thinking attitude. Int J Educ Res. 2023;120. doi:10.1016/j.ijer.2023.102213

341.    Achuo ED, Dinga GD. Exploring the nature, causes and consequences of school-based violence in Cameroon. Int J Educ Dev. 2024;109. doi:10.1016/j.ijedudev.2024.103080

342.    Thomas EM, Parry NM, Caulfield G, Siôn CG. Demystifying the English bias in science. J Immers Content-Based Lang Educ. 2025;13(2):295-318. doi:10.1075/jicb.22015.tho

343.    Madani H, Adhikari A, Hodgdon C. Lessons from business education’s online transition: A Saudi Arabian case study. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101026

344.    Ghajarieh A, Mozaheb MA, Ghaziyani ZA. Playing with words across visual humor in an Iranian EFL context with Arab students: Pedagogical translanguaging for enhancement of multicultural spaces in language education. Int J Educ Res. 2024;124. doi:10.1016/j.ijer.2023.102278

345.    Dolenc K, Brumen M. Exploring social and computer science students’ perceptions of AI integration in (foreign) language instruction. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100285

346.    Montazami A, Ann Pearson H, Kenneth Dubé A, Kacmaz G, Wen R, Shajeen Alam S. Why this app? How educators choose a good educational app. Comput Educ. 2022;184. doi:10.1016/j.compedu.2022.104513

347.    Andersen R, Rustad M. Using Minecraft as an educational tool for supporting collaboration as a 21st century skill. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100094

348.    Tai KWH. Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad. Linguist Educ. 2023;78. doi:10.1016/j.linged.2023.101227

349.    Förster M, Maur A, Weiser C, Winkel K. Pre-class video watching fosters achievement and knowledge retention in a flipped classroom. Comput Educ. 2022;179. doi:10.1016/j.compedu.2021.104399

350.    Rasmussen K, Schmidt MCS. Together in adidactic situations – Student dialogue during reciprocal peer tutoring in mathematics. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100126

351.    Rangarajan R, Grove C, Sharma U, Odier-Guedj D. A tapestry of multiple perspectives: Contextualising inclusive education through the study of a rural government school in Uttarakhand, India. Int J Educ Res. 2023;119. doi:10.1016/j.ijer.2023.102160

352.    Asadullah MN. Back to school after COVID-19 pandemic: Resumption or transitional disruption? Int J Educ Dev. 2024;109. doi:10.1016/j.ijedudev.2024.103086

353.    King FD, Kabat-Farr D. Student stress in focus: Short-term fixes and long-term pedagogical change in business school curriculum. Int J Manag Educ. 2022;20(1). doi:10.1016/j.ijme.2022.100605

354.    Nguyen H. Role design considerations of conversational agents to facilitate discussion and systems thinking. Comput Educ. 2023;192. doi:10.1016/j.compedu.2022.104661

355.    van Niekerk J, Delport PMJ, Sutherland I. Addressing the use of generative AI in academic writing. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2024.100342

356.    Kageyama Y, Zamudio SZ, Barton M. Incorporation of simulation features to improve higher order thinking skills. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100628

357.    Gümüş S, Liu Y, Bellibaş M, Lee M. A global typology of school principals’ time use: Exploring the effects of contextual and individual factors. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102343

358.    Shafiq M, Parveen K. Social media usage: Analyzing its effect on academic performance and engagement of higher education students. Int J Educ Dev. 2023;98. doi:10.1016/j.ijedudev.2023.102738

359.    Yamak M, Chaaban Y. Capitalising on professional capital in Lebanese schools post-pandemic. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100125

360.    Acosta-Enriquez BG, Arbulú Pérez Vargas CG, Huamaní Jordan O, Arbulú Ballesteros MA, Paredes Morales AE. Exploring attitudes toward ChatGPT among college students: An empirical analysis of cognitive, affective, and behavioral components using path analysis. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100320

361.    Lakshmi AJ, Kumar A, Kumar MS, Patel SI, Naik SKL, Ramesh JVN. Artificial intelligence in steering the digital transformation of collaborative technical education. J High Technol Manag Res. 2023;34(2). doi:10.1016/j.hitech.2023.100467

362.    Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital content use in inclusive, Austrian primary school practice. Int J Educ Res. 2022;112. doi:10.1016/j.ijer.2022.101938

363.    Li Z, Wang Z, Wang W, Hung K, Xie H, Wang FL. Retrieval-augmented generation for educational application: A systematic survey. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100417

364.    Chu X. More ICT, more creativity? A fsQCA study on configurational pathways to students’ creative thinking in PISA 2022. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102802

365.    Knox S. Fostering student engagement in virtual entrepreneurship education environments. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100705

366.    Jones M, Smith C, Meke J. Education and Inclusion for Deaf people in Solomon Islands – the Iumi Tugeda Helpem Solomon Aelans Def Komuniti Project. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102810

367.    Kim MH. A bioecological perspective on mindset. Contemp Educ Psychol. 2023;73. doi:10.1016/j.cedpsych.2023.102173

368.    Xia Q, Li W, Yang Y, Weng X, Chiu TKF. A systematic review and meta-analysis of the effectiveness of Generative Artificial Intelligence (GenAI) on students’ motivation and engagement. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100455

369.    Lyu W, Zhang S, Chung T, Sun Y, Zhang Y. Understanding the practices, perceptions, and (dis)trust of generative AI among instructors: A mixed-methods study in the U.S. higher education. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100383

370.    Agbo FJ, Olivia C, Oguibe G, Sanusi IT, Sani G. Computing education using generative artificial intelligence tools: A systematic literature review. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100266

371.    Barroso C, Ganley CM, Schoen RC, Schatschneider C. Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets. Contemp Educ Psychol. 2023;73. doi:10.1016/j.cedpsych.2023.102179

372.    Mitchell R. Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research. Int J Educ Dev. 2023;96. doi:10.1016/j.ijedudev.2022.102686

373.    Zhou X, Li Q, Xu D. Does professional development for online instruction improve student course outcomes? Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2025.100993

374.    Kastorff T, Sailer M, Stegmann K. A typology of adolescents’ technology use before and during the COVID-19 pandemic: A latent profile analysis. Int J Educ Res. 2023;117. doi:10.1016/j.ijer.2023.102136

375.    Liptrot E, Pearson HA, Montazami A, Dubé AK. Why this app? How user ratings and app store rankings impact educators’ selection of educational apps. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105080

376.    Ouyang F, Wu M, Gu J. Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement. Comput Educ. 2024;223. doi:10.1016/j.compedu.2024.105173

377.    Schmid M, Brianza E, Mok SY, Petko D. Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Comput Educ. 2024;214. doi:10.1016/j.compedu.2024.105024

378.    Martínez-Cal J, Sandoval-Hernández I, Ropero-Padilla C, Rodriguez-Arrastia M, González-Sánchez M, Molina-Torres G. An escape room game-based innovation for the assessment of physiotherapy students: A qualitative study. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101331

379.    Parviz M. AI in education: Comparative perspectives from STEM and Non-STEM instructors. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100190

380.    Weijers RJ, de Koning BB, Scholten E, Wong LYJ, Paas F. “Feel free to ask”: Nudging to promote asking questions in the online classroom. Internet High Educ. 2024;60. doi:10.1016/j.iheduc.2023.100931

381.    Akıncıoğlu M. Reforming EMI in higher education: The EMI ProF as a political normative framework for policy, quality, and professionalisation. Int J Educ Dev. 2025;115. doi:10.1016/j.ijedudev.2025.103276

382.    Farrokhnia M, Baggen Y, Biemans H, Noroozi O. Bridging the fields of entrepreneurship and education: The role of philosophical perspectives in fostering opportunity identification. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100632

383.    Zambrano J, Kennedy AAU, Aguilera C, Yates N, Patall EA. Students’ Beliefs About Agentic Engagement: A Phenomenological Study in Urban High School Physical Science and Engineering Classes. J Educ Psychol. 2022;114(5):1028-1047. doi:10.1037/edu0000690

384.    Fu Y, Weng Z. Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100306

385.    Farooq A, Alabed A, Msefula PS, et al. Representing groups of students as personas: A systematic review of persona creation, application, and trends in the educational domain. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100242

386.    Daff L, Tame C, Sands J. A course design approach that encourages reflective practice habits. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100990

387.    Wan H. Role of online assessment system in formative evaluation of programming education. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100515

388.    Varis S. CLIL Implementation in Greece. J Immers Content-Based Lang Educ. 2023;11(2):173-203. doi:10.1075/jicb.21011.var

389.    Bremner N, Sakata N, Cameron L. The outcomes of learner-centred pedagogy: A systematic review. Int J Educ Dev. 2022;94. doi:10.1016/j.ijedudev.2022.102649

390.    Sun JCY, Lin HS. Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns. Comput Educ. 2022;180. doi:10.1016/j.compedu.2022.104430

391.    Stahlhut M, Amholt TT, Barfod K, et al. Education outside the classroom for children with neurodevelopmental disorders in special needs education settings—A scoping review. Int J Educ Res. 2025;132. doi:10.1016/j.ijer.2025.102649

392.    Bostwick KCP, Martin AJ, Collie RJ, et al. Academic Buoyancy in High School: A Cross-Lagged Multilevel Modeling Approach Exploring Reciprocal Effects With Perceived School Support, Motivation, and Engagement. J Educ Psychol. 2022;114(8):1931-1949. doi:10.1037/edu0000753

393.    Alstete JW, Meyer JP, Beutell NJ. Empowering neurodivergent students in management education with gradual release of responsibility. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2024.100941

394.    Kim LE, Crellin SE, Glandorf HL. The potential solutions to the challenges faced by leaders of small schools in the UK: A systematic review. Int J Educ Res. 2024;124. doi:10.1016/j.ijer.2023.102301

395.    Schmalenbach C, Monterrosa H, Cabrera Larín AR, Jurkowski S. Strengthening students’ social and personal resources: Effects of a peer-based intervention program at Salvadorian schools in challenging contexts. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100194

396.    Inusah F, Missah YM, Najim U, Twum F. Integrating expert system in managing basic education: A survey in Ghana. Int J Inf Manag Data Insights. 2023;3(1). doi:10.1016/j.jjimei.2023.100166

397.    Coyne MD, McCoach DB, Ware SM, et al. Supporting Vocabulary Development Within a Multitiered System of Support: Evaluating the Efficacy of Supplementary Kindergarten Vocabulary Intervention. J Educ Psychol. 2022;114(6):1225-1241. doi:10.1037/edu0000724

398.    Odeh M, Patanakul P. An effective method in project management education: A stepwise project modelled on a real-life project. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101079

399.    Schwartz M, Assad H, Deeb I. “In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children. Linguist Educ. 2022;67. doi:10.1016/j.linged.2021.100959

400.    Park Y, Park S. Eliciting student participation in synchronous online L2 lessons: The use of oral and written DIUs. Linguist Educ. 2022;71. doi:10.1016/j.linged.2022.101085

401.    Pitic D, Irimiaș T. Enhancing students’ engagement through a business simulation game: A qualitative study within a higher education management course. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100839

402.    Tong P, Yang H, Ji H. Metaverse applications in language education: A critical narrative review and integrative framework for pedagogical innovation. Educ Res Rev. 2025;49. doi:10.1016/j.edurev.2025.100733

403.    Munárriz A, Rincón YR. Mind the gap: Linking quantitative skill deficits and academic success in Economics and Business degrees — A systematic literature review. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101277

404.    Yi-Ming Kao G, Yeh HC, Su SW, Chiang XZ, Sun CT. Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading. Comput Educ. 2025;225. doi:10.1016/j.compedu.2024.105185

405.    Xia Q, Chiu TKF, Lee M, Sanusi IT, Dai Y, Chai CS. A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Comput Educ. 2022;189. doi:10.1016/j.compedu.2022.104582

406.    Tsai CY, Shih WL, Hsieh FP, Chen YA, Lin CL, Wu HJ. Using the ARCS model to improve undergraduates’ perceived information security protection motivation and behavior. Comput Educ. 2022;181. doi:10.1016/j.compedu.2022.104449

407.    Lauterbach G, Bølling M, Dettweiler U. Education Outside the Classroom in Norway: The prevalence, provision, and nature of uteskole. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102349

408.    Huang Y, Palermo C, Wilson J. Identifying active ingredients and uptake patterns in the implementation of an AI-based writing support tool: Insights from a randomized controlled trial. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100479

409.    Schmidt DA, Alboloushi B, Thomas A, Magalhaes R. Integrating artificial intelligence in higher education: perceptions, challenges, and strategies for academic innovation. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100274

410.    Viseu F, Gonçalves S, Martins PM. The interconnection of STEAM areas in the study of functions. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100537

411.    Frank Schmid S. The communicative CLIL classroom. J Immers Content-Based Lang Educ. 2024;12(1):49-74. doi:10.1075/jicb.21015.fra

412.    Ozturk GN, Yuksel P, Yazıcı H. Navigating educational options and future attainments: Exploring adolescents’ choices in alternative high school programs in Van, Türkiye. Int J Educ Dev. 2025;119. doi:10.1016/j.ijedudev.2025.103455

413.    Olari V, Romeike R. Data-related concepts for artificial intelligence education in K-12. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100196

414.    Ericsson E, Johansson S. English speaking practice with conversational AI: Lower secondary students’ educational experiences over time. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100164

415.    Garnier L. Education: Why not a race to the top? Int J Educ Dev. 2024;104. doi:10.1016/j.ijedudev.2023.102964

416.    Calma A, Suder G, Kenworthy TP. Focus on education: Taking stock of key themes, topics, trends and communities in international business and international management education research. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2023.100902

417.    Reinhold F, Sprenger P, Staniczek G. Introducing computational thinking to second and third graders. Programming whole paths outperforms step-by-step navigation in maze tasks. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100260

418.    Howard SK, Swist T, Gasevic D, et al. Educational data journeys: Where are we going, what are we taking and making for AI? Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100073

419.    Mairitsch A, Sulis G, Mercer S, Bauer D. Putting the social into learner agency: Understanding social relationships and affordances. Int J Educ Res. 2023;120. doi:10.1016/j.ijer.2023.102214

420.    Sierra J, Suárez-Collado Á. Wealth and power: Simulating global economic interactions in an online environment. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100629

421.    Mertala P, Fagerlund J, Calderon O. Finnish 5th and 6th grade students’ pre-instructional conceptions of artificial intelligence (AI) and their implications for AI literacy education. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100095

422.    Hardy I, Hamid MO, Reyes V, Phillips LG. Testing times: The affective impact of tests in Bangladeshi schools. Int J Educ Dev. 2025;114. doi:10.1016/j.ijedudev.2025.103239

423.    Liu M, Gorgievski MJ, Paas F. The impact of study demands and self-efficacy on perceived creativity and entrepreneurial intentions: A longitudinal study. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101285

424.    Li Y, Raković M, Dai W, et al. Are deeper reflectors better goal-setters? AI-empowered analytics of reflective writing in pharmaceutical education. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100157

425.    Gong X, Wan Y, Yu W, Li L, Tong H, Chang X. A project-based continuous instructional model and its application based on LCA. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101213

426.    Lei Q, Zhang C. Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective. Linguist Educ. 2024;83. doi:10.1016/j.linged.2024.101338

427.    Chomphooyod P, Suchato A, Tuaycharoen N, Punyabukkana P. English grammar multiple-choice question generation using Text-to-Text Transfer Transformer. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100158

428.    Mendoza-Chan J, Pee LG. Digital skilling of working adults: A systematic review. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105076

429.    Boyce-Tillman J, Anderson A. Musical development then and now: in conversation with June Boyce-Tillman. Br J Music Educ. 2022;39(1):51-66. doi:10.1017/S0265051721000280

430.    Xia Y, Luo J, Zhou G, Lan M, Chen X, Chen J. DT4KGR: Decision transformer for fast and effective multi-hop reasoning over knowledge graphs. Inf Process Manag. 2024;61(3). doi:10.1016/j.ipm.2024.103648

431.    Cachia R, Pokropek A, Giannoutsou N. Supporting the monitoring of the digital capacity of schools through optimal shortening of the SELFIE tool. Comput Educ. 2024;208. doi:10.1016/j.compedu.2023.104938

432.    Tai TY, Chen HHJ. Navigating elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Comput Educ. 2024;220. doi:10.1016/j.compedu.2024.105112

433.    Cenoz J, Gorter D. The potential of pedagogical translanguaging in English language and in English-medium content classes. Linguist Educ. 2025;86. doi:10.1016/j.linged.2025.101399

434.    Knaut AE, Thaler H, Maran T, Kraus S, Narduzzo A. Navigating the new normal: Exploring the evolution of entrepreneurship education in the aftermath of COVID-19. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101067

435.    Rosier G. Addressing the gaps between higher education research and management education. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101056

436.    Ewulley F, Anlimachie MA, Abreh MK, Mills EE. Understanding the nexus of school types, school cultures and educational outcomes and its implication for policy and practice. Int J Educ Res. 2023;121. doi:10.1016/j.ijer.2023.102237

437.    Zhu DH. Introducing immersive virtual reality in a marketing practical training course: Qualitative evaluation with undergraduates. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101058

438.    Hwang GJ, Chiu MC, Hsia LH, Chu HC. Promoting art appreciation performances and behaviors in effective and joyful contexts: A two-tier test-based digital gaming approach. Comput Educ. 2023;194. doi:10.1016/j.compedu.2022.104706

439.    Mac Gearailt B, Mac Ruairc G, Murray C. Siof. J Immers Content-Based Lang Educ. 2024;12(1):75-100. doi:10.1075/jicb.22024.mac

440.    Peterson EG, Zengilowski A. Educators’ perceptions of expectancy, value, and cost for supporting student emotions. Contemp Educ Psychol. 2024;78. doi:10.1016/j.cedpsych.2024.102294

441.    Ruwe T, Mayweg-Paus E. “Your argumentation is good”, says the AI vs humans – The role of feedback providers and personalised language for feedback effectiveness. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100189

442.    Ruiz-Jiménez MC, Martínez-Jiménez R, Licerán-Gutiérrez A, García-Martí E. Students’ attitude: Key to understanding the improvement of their academic RESULTS in a flipped classroom environment. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100635

443.    Dragnić-Cindrić D, Fusco J. Key CSCL research topics for K-12 practice: A modified Delphi study with practitioners and researchers. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100265

444.    Cremades-Andreu R, Lage-Gómez C. Different forms of students’ motivation and musical creativity in secondary school. Br J Music Educ. 2024;41(1):20-30. doi:10.1017/S0265051723000232

445.    Steel J. Reading to Dogs in schools: a controlled feasibility study of an online reading to Dogs intervention. Int J Educ Res. 2023;117. doi:10.1016/j.ijer.2022.102117

446.    Marone V, Heinsfeld BD. “Everyone pursuing their dreams”: Google’s and Microsoft’s discourse on educational technology. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2023.100138

447.    Van Vreden M. Creating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education module. Br J Music Educ. 2023;40(1):109-123. doi:10.1017/S0265051722000079

448.    Loza S. “Did you have some kind of blow to the head?”: Spanish heritage language learners, language ideologies and oral corrective feedback. Linguist Educ. 2025;85. doi:10.1016/j.linged.2024.101380

449.    Kim JS, Burkhauser MA, Relyea JE, et al. A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students’ Reading Comprehension. J Educ Psychol. 2022;115(1):73-98. doi:10.1037/edu0000751

450.    Tao X, Shannon-Honson A, Delaney P, et al. Towards an understanding of the engagement and emotional behaviour of MOOC students using sentiment and semantic features. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2022.100116

451.    Nguyen T, Llinares A. CLIL in Spain and Vietnam. J Immers Content-Based Lang Educ. 2023;11(2):148-172. doi:10.1075/jicb.21014.ngu

452.    Feng S, Zhang L, Wang S, Cai Z. Effectiveness of the functions of classroom orchestration systems: A systematic review and meta-analysis. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104864

453.    Filmer D. Long-lived consequences of rapid scale-up? The case of free primary education in six Sub-Saharan African countries. Int J Educ Dev. 2023;102. doi:10.1016/j.ijedudev.2023.102872

454.    Luo H, Chen Y, Chen T, Koszalka TA, Feng Q. Impact of role assignment and group size on asynchronous online discussion: An experimental study. Comput Educ. 2023;192. doi:10.1016/j.compedu.2022.104658

455.    Bratkovich MO. English learner talk in mainstream classrooms: Examining classroom ecology. Linguist Educ. 2023;77. doi:10.1016/j.linged.2023.101219

456.    Sun S, Schleppegrell MJ, Monte-Sano C. Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves. Linguist Educ. 2024;79. doi:10.1016/j.linged.2023.101267

457.    Yu S, Androsov A, Yan H. Exploring the prospects of multimodal large language models for Automated Emotion Recognition in education: Insights from Gemini. Comput Educ. 2025;232. doi:10.1016/j.compedu.2025.105307

458.    Tan JS, Chen W. Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward? Comput Educ. 2022;187. doi:10.1016/j.compedu.2022.104467

459.    Fertig J, Wells P, Dunn-Jensen LM, Bradshaw CC. Enhancing the community of inquiry in online courses: Making the case for blogs. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101052

460.    Grant D. “Or is that just your opinion?“: Incorporating faculty of color into the foundational literature on learner-centered classrooms—A review. Educ Res Rev. 2023;39. doi:10.1016/j.edurev.2023.100512

461.    Dong L, Tang X, Wang X. Examining the effect of artificial intelligence in relation to students’ academic achievement: A meta-analysis. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100400

462.    Cheng CKC, Chow EYH, Lam KCK, Lee JHY. Participation in internship, professional competition and overseas exchange and accounting students’ subsequent academic and job market performance. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100887

463.    Mahajan R, Lim WM, Kumar S, Sareen M. COVID-19 and management education: From pandemic to endemic. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100801

464.    Atias O, Mawasi A. Conceptualizing AI literacies for children and youth: A systematic review on the design of AI literacy educational programs. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100491

465.    Mastrothanasis K, Kladaki M, Andreou A. A systematic review and meta-analysis of the Readers’ Theatre impact on the development of reading skills. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2023.100243

466.    Damoah B, Khalo X, Adu E. South african integrated environmental education curriculum trajectory. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102352

467.    Fautley M, Daubney A. Curriculum considerations in music education in England: spiral thinking, spiral planning and its impact on contemporary thought. Br J Music Educ. 2022;39(1):131-140. doi:10.1017/S0265051721000346

468.    Blundell CN, Mukherjee M, Nykvist S. A scoping review of the application of the SAMR model in research. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100093

469.    Herbert S, Vale C, White P, Bragg LA. Engagement with a formative assessment rubric: A case of mathematical reasoning. Int J Educ Res. 2022;111. doi:10.1016/j.ijer.2021.101899

470.    Qiu Y, Isusi-Fagoaga R, García-Aracil A. Perceptions and use of metaverse in higher education: A descriptive study in China and Spain. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100185

471.    Bognár L, Khine MS. The shifting landscape of student engagement: A pre-post semester analysis in AI-enhanced classrooms. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100395

472.    Reitman JG, Harrison JL, Gorman JC, Lieber R, D’Mello SK. Communicative Influence: A Novel Measure of Team Dynamics That Integrates Team Cognition Theory With Collaborative Problem Solving Assessment. J Educ Psychol. 2024;117(1):134-151. doi:10.1037/edu0000904

473.    Baker B, Hinojosa D. Policy Dialogue: The Rodriguez Decision and Its Legacy. Hist Educ Q. 2023;63(4):544-553. doi:10.1017/heq.2023.32

474.    Koldas M, Filiz M, Storey C, Booth N. Evaluating the efficacy of Online Verbal Behaviour Training to ABA-Practitioners working with autistic individuals. Int J Educ Res. 2023;117. doi:10.1016/j.ijer.2022.102126

475.    Pi Z, Yang Y, Zhao X, Guo Q, Li X. Investigating behavioral and cognitive patterns among high-performers and low-performers in Co-viewing video lectures. Comput Educ. 2024;219. doi:10.1016/j.compedu.2024.105110

476.    Tiberius V, Weyland M. Enhancing higher entrepreneurship education: Insights from practitioners for curriculum improvement. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100981

477.    Wu TT, Silitonga LM, Murti AT. Enhancing English writing and higher-order thinking skills through computational thinking. Comput Educ. 2024;213. doi:10.1016/j.compedu.2024.105012

478.    Carpenter A, Wilson R. A systematic review looking at the effect of entrepreneurship education on higher education student. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2021.100541

479.    Ciausescu A, Merz EM, Bekkers R, Wit A de. Increasing knowledge about plasma and plasma donation through a serious game: Evidence from a mixed-method study. Comput Educ. 2025;233. doi:10.1016/j.compedu.2025.105325

480.    Zare J, Al-Issa A. Exploring task engagement strategies in DDL-enhanced tasks: Insights from EFL learners. Contemp Educ Psychol. 2024;78. doi:10.1016/j.cedpsych.2024.102299

481.    García-López IM, González González CS, Ramírez-Montoya MS, Molina-Espinosa JM. Challenges of implementing ChatGPT on education: Systematic literature review. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100401

482.    Du J, Gan F. Servant leadership and citizenship behavior via STEAM education: Community action research on a Chinese charity organization for rural children. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102647

483.    Plage S, Kuskoff E, Hoang NP, Povey J. Educational participation of primary school children with cancer from a Life Course perspective: A critical review of the literature. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.101990

484.    Lu J. Data science in the business environment: Insight management for an Executive MBA. Int J Manag Educ. 2022;20(1). doi:10.1016/j.ijme.2021.100588

485.    Aleknavičiūtė V, Lehtinen E, Södervik I. Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educ Res Rev. 2023;41. doi:10.1016/j.edurev.2023.100556

486.    Lee YC. Bridging theory and practice: The educational impact of structured news case integration in financial management courses. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101269

487.    Serrano-Mendizábal M, Villalón R, Melero Á, Izquierdo-Magaldi B. Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter? Comput Educ. 2023;196. doi:10.1016/j.compedu.2023.104727

488.    Rouse R, Rouse AG. Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research. Educ Res Rev. 2022;35. doi:10.1016/j.edurev.2021.100413

489.    Bishop-Monroe R, Jordan M, Ma Z, Royalty K. Enhancing business professional competencies in a virtual educational environment. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100700

490.    Chiu TKF, Ahmad Z, Ismailov M, Sanusi IT. What are artificial intelligence literacy and competency? A comprehensive framework to support them. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100171

491.    Böheim R, Daumiller M, Seidel T. A Longitudinal Study of Student Hand Raising: Stability and Reciprocal Dynamics With Cognitive Elaboration and Academic Self-Concept. J Educ Psychol. 2023;116(2):297-315. doi:10.1037/edu0000838

492.    Vaughn S, Swanson E, Fall AM, et al. The Efficacy of Comprehension and Vocabulary Focused Professional Development on English Learners’ Literacy. J Educ Psychol. 2022;114(2):257-272. doi:10.1037/edu0000684

493.    Foung D, Lin L, Chen J. Reinventing assessments with ChatGPT and other online tools: Opportunities for GenAI-empowered assessment practices. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100250

494.    Shahzad F, Avunduk ZB, Ullah Z, Arslan A. Understanding management educators’ perspectives on AI adoption: A qualitative study. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101274

495.    Hascher T, Hagenauer G, Sacchi S. Secondary students’ emotions, perceptions of instructional quality, and achievement in Mathematics: A representative study with Swiss students towards the end of compulsory education. Contemp Educ Psychol. 2024;78. doi:10.1016/j.cedpsych.2024.102295

496.    Venegas-Weber P, Negrette GM. From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices. Linguist Educ. 2023;77. doi:10.1016/j.linged.2023.101201

497.    Sun B, Nie Y. Does Classroom Matter in Bilingual Students’ Chinese Language Achievement? A Multilevel Analysis of the Compositional Effect and Person–Context Interactions. J Educ Psychol. 2024;116(7):1238-1249. doi:10.1037/edu0000896

498.    Jarvie-Eggart M, Stockero SL, Owusu-Ansah A. Factors influencing faculty’s adoption of engineering technology: A qualitative study. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100221

499.    Smith E, Gümüş S. Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement. Int J Educ Res. 2022;112. doi:10.1016/j.ijer.2022.101951

500.    Jamnah D, Zimmerman J. Policy Dialogue: The War over How History Is Taught. Hist Educ Q. 2022;62(2):231-239. doi:10.1017/heq.2022.6

501.    Liu M. How entrepreneurship programs foster students’ study engagement and entrepreneurship competence: Insights from job demands-resources theory. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100890

502.    Henley J, Barton D. Time for change? Recurrent barriers to music education. Br J Music Educ. 2022;39(2):203-217. doi:10.1017/S026505172200016X

503.    Wang H, Dang A, Wu Z, Mac S. Generative AI in higher education: Seeing ChatGPT through universities’ policies, resources, and guidelines. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100326

504.    Day M, Navani MT. Equity, inclusion and multigrade classrooms in Indian context. Int J Educ Res. 2025;132. doi:10.1016/j.ijer.2025.102619

505.    Guggemos J. To fear or not to fear – Human resource development professionals’ positioning towards artificial intelligence with a focus on augmentation. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100260

506.    Okagbue EF, Wang M, Ezeachikulo UP. Does school bullying show lack of effective multicultural education in the school curriculum? Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100178

507.    Storey M, Ibrahim Z. Being the change: Reaching new learners through PRME’s creative pedagogy efforts. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101139

508.    Li M, Yuan R. Enhancing students’ metacognitive development in higher education: A classroom-based inquiry. Int J Educ Res. 2022;112. doi:10.1016/j.ijer.2022.101947

509.    Thompson-Bell J. Student-centred strategies for higher music education: Using peer-To-peer critique and practice as research methodologies to train conservatoire musicians. Br J Music Educ. 2023;40(1):20-33. doi:10.1017/S0265051722000080

510.    Aderibigbe SA, Omar M, ElMehdi H, et al. Artificial intelligence-driven prediction of optimal technology-aided alternative operations in post-emergency contexts: A case study from an Emirati university. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100473

511.    Li Y, Sha L, Yan L, et al. Can large language models write reflectively. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100140

512.    Chamberlain KA, Rarick R, De Oliveira J, Nelson LK, Knowles RT. Civic education, school climate, and gender in Latin American countries: A path analysis using ICCS 2016 data. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2024.102501

513.    Gemechu MM. The Politics of Higher Education: The Battle Over the Control of Knowledge in Africa. High Educ Policy. 2025;38(1):186-202. doi:10.1057/s41307-024-00343-6

514.    English N, Robertson P, Gillis S, Graham L. Rubrics and formative assessment in K-12 education: A scoping review of literature. Int J Educ Res. 2022;113. doi:10.1016/j.ijer.2022.101964

515.    Su J, Ng DTK, Chu SKW. Artificial Intelligence (AI) Literacy in Early Childhood Education: The Challenges and Opportunities. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100124

516.    Hakkarainen A, Cordier R, Parsons L, et al. A systematic review of functional numeracy measures for 9–12 -year-olds: Validity and reliability evidence. Int J Educ Res. 2023;119. doi:10.1016/j.ijer.2023.102172

517.    Chiu TKF, Xia Q, Zhou X, Chai CS, Cheng M. Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2022.100118

518.    Dania A, Anagnostopoulos C, Ntalachani K, et al. Integrating outdoor and adventure education in school physical education. InsiGHTS FROm European physical educators. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102822

519.    Belkina M, Daniel S, Nikolic S, et al. Implementing generative AI (GenAI) in higher education: A systematic review of case studies. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100407

520.    Temple P. The University Couloir: Exploring Physical and Intellectual Connectivity. High Educ Policy. 2023;36(1):213-229. doi:10.1057/s41307-021-00253-x

521.    Baucal A, Jošić S, Stepanović Ilić I, Videnović M, Ivanović J, Krstić K. What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review. Educ Res Rev. 2023;41. doi:10.1016/j.edurev.2023.100567

522.    Wang SM. The New Woman in the Periodical Press: Portraying Usefulness at St. Stephen’s Girls’ College in Hong Kong, 1921-1941. Hist Educ Q. 2024;64(1):43-65. doi:10.1017/heq.2023.52

523.    Choo TS, Jamil H, Thien LM. Moderating effects of student heterogeneity on community of inquiry affective outcomes: A multigroup analysis. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100276

524.    Luo R, Sun SZ, Carter E, Hopfenbeck TN. Building resilience, emotional regulation, kindness, and critical thinking in the digital age: An evaluation of the Superpowers Program on Philippine kindergarteners. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100479

525.    Yemini M, Lieberthal EB, Nahhas R, et al. Place-based education in diverse urban communities: The case of Israel. Int J Educ Res. 2023;121. doi:10.1016/j.ijer.2023.102224

526.    LEE AVY. Supporting students’ generation of feedback in large-scale online course with artificial intelligence-enabled evaluation. Stud Educ Eval. 2023;77. doi:10.1016/j.stueduc.2023.101250

527.    Bewersdorff A, Zhai X, Roberts J, Nerdel C. Myths, mis- and preconceptions of artificial intelligence: A review of the literature. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100143

528.    Javadizadeh B, Aplin-Houtz M, Casile M. Using SCARF as a motivational tool to enhance students′ class performance. Int J Manag Educ. 2022;20(1). doi:10.1016/j.ijme.2021.100594

529.    Harris KR, Kim YS, Yim S, Camping A, Graham S. Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2. Contemp Educ Psychol. 2023;73. doi:10.1016/j.cedpsych.2023.102150

530.    Wu X, Wu Q. Can students be more engaged and confident? A multiple membership multilevel analysis of science engagement and confidence and their effects on science achievement in East Asia. Stud Educ Eval. 2022;73. doi:10.1016/j.stueduc.2022.101147

531.    Robinson-Pant A. Education for rural development: forty years on. Int J Educ Dev. 2023;96. doi:10.1016/j.ijedudev.2022.102702

532.    Subban P, Woodcock S, Sharma U, May F. Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103853

533.    Lai MK, Fjørtoft H, Li M. Examining the theoretical positionings of data use interventions: A scoping review. Teach Teach Educ. 2023;129. doi:10.1016/j.tate.2023.104138

534.    Lammert C, Suh JK, Hand B, Fulmer G. Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches? Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103747

535.    Kochmanski N, Cobb P. Identifying productive one-on-one coaching practices. Teach Teach Educ. 2023;131. doi:10.1016/j.tate.2023.104188

536.    Vosniadou S, Lawson MJ, Bodner E, Stephenson H, Jeffries D, Ngurah Darmawan IG. Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations. Teach Teach Educ. 2023;128. doi:10.1016/j.tate.2023.104133

537.    Silseth K, Erstad O. Exploring opportunities, complexities, and tensions when invoking students’ everyday experiences as resources in educational activities. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2022.103633

538.    Xu Y, Qiu S, Chen J, Sun J, Li J Bin. Chinese early childhood educators’ manifestations of social-emotional competence at work: A qualitative study. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105161

539.    Joinel Alvarez V, Lussi Borer V. Breaking in the black box of pedagogical authority. Combined analysis of video and think-aloud protocols. Teach Teach Educ. 2023;134. doi:10.1016/j.tate.2023.104310

540.    Hammond L. Attitudes toward Direct Instruction in Western Australian primary and secondary schools. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2022.103651

541.    Olsson MB, Almqvist AO, Kultti A. Facilitating professional development in early childhood education and care–Integrating theoretical concepts to develop practice. Teach Teach Educ. 2025;160. doi:10.1016/j.tate.2025.105016

542.    van den Boom-Muilenburg SN, Poortman CL, Daly AJ, et al. Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what? Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103577

543.    Stoetzel L, Shedrow S, Taylor-Marshall S. Video-based reflection as a tool for instructional coach development. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2025.104934

544.    King-Sears ME, Stefanidis A, Evmenova AS, et al. Achievement of learners receiving UDL instruction: A meta-analysis. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103956

545.    Greaves M, Bahous R. A history of violence; exploring Lebanese university faculty mental health and professional lived experiences following the 4th of August 2020 port blast. Teach Teach Educ. 2023;125. doi:10.1016/j.tate.2023.104048

546.    Decabooter I, Warmoes A, Consuegra E, Van Gasse R, Struyven K. The data coach chronicles: A systematic review of human support for making data-based decision-making a success. Teach Teach Educ. 2024;146. doi:10.1016/j.tate.2024.104641

547.    Jin FJY, Dai W, Maheshi B, Martinez-Maldonado R, Gašević D, Tsai YS. Feedback in K-12 and higher education: Educators’ perspectives. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2025.104933

548.    İnceçay V, Dikilitaş K. Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. Teach Teach Educ. 2022;120. doi:10.1016/j.tate.2022.103901

549.    Murphy S, Ingram N. A scoping review of research into mathematics classroom practices and affect. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104235

550.    Jones S. Storying gender equality in Northwest Uganda: Educators develop contextually- and culturally responsive stories in professional development courses. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103600

551.    Casanova CR, King JA, Fischer D. Exploring the role of intentions and expectations in continuing professional development in sustainability education. Teach Teach Educ. 2023;128. doi:10.1016/j.tate.2023.104115

552.    Conner J, Mitra DL, Holquist SE, Rosado E, Wilson C, Wright NL. The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms. Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104540

553.    Uştuk Ö, Yazan B. Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye. Teach Teach Educ. 2024;146. doi:10.1016/j.tate.2024.104643

554.    Harley JM, Mantou Lou N, Ahn B “Tony”, Liu YS. Improving queer history knowledge and perspective-taking toward LGBTQ+ people: There’s an app for that. Teach Teach Educ. 2024;143. doi:10.1016/j.tate.2024.104545

555.    Patfield S, Gore J, Harris J. Scaling up effective professional development: Toward successful adaptation through attention to underlying mechanisms. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103756

556.    Hoang GQA, Hoang AD. Bibliometric mapping of John Dewey’s educational legacy: Global patterns in scholarly discourse, 1942–2025. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105265

557.    Lin Y. Integrating video analysis to enhance collaborative reflection in lesson study. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105167

558.    Liang L, Zheng C, Liu K, Xu J, Fei J, Mei S. The relationship between ICT usage and academic performance: A global data analysis based on network analysis. Teach Teach Educ. 2025;160. doi:10.1016/j.tate.2025.105034

559.    Alonzo D, Ellis NJ, Nguyen H. A set of effective mentoring standards. A theoretically and empirically-driven framework. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105228

560.    Vanassche E. Talking to learn: Patterns of discursive interaction in post-lesson debriefs. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104301

561.    Kroeper KM, Muenks K, Canning EA, Murphy MC. An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms. Teach Teach Educ. 2022;114. doi:10.1016/j.tate.2022.103717

562.    Kelso-Marsh B, Abreu Malpique A, Davis H. ‘My mum sometimes helps me with my writing’: Parents’ and children’s perspectives of home-led writing. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105174

563.    Hontvedt M, Prøitz TS, Silseth K. Collaborative display of competence: A case study of process-oriented video-based assessment in schools. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103948

564.    Sun SW, Evans P, Martin AJ. Load reduction instruction: Exploring its applicability in a Chinese-speaking secondary school context. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104689

565.    Kerr BG, Averill RM. Culturally sustaining assessment for indigenous learners in aotearoa New Zealand: Drawing from policy, research, and educator voices. Teach Teach Educ. 2024;143. doi:10.1016/j.tate.2024.104567

566.    Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104270

567.    Thomas RK, Korang T. Wrestling with forum theater in the banking culture of education in the United States: A self-study. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104710

568.    Carrington S, Park E, McKay L, Saggers B, Harper-Hill K, Somerwil T. Evidence of transformative leadership for inclusive practice. Teach Teach Educ. 2024;141. doi:10.1016/j.tate.2023.104466

569.    Wang S, Wilson A, Jesson R, Liu Y, Meiklejohn-Whiu S. Opportunities to learn literacy in digital classrooms in New Zealand primary schools: Does class achievement level make a difference? Teach Teach Educ. 2023;130. doi:10.1016/j.tate.2023.104171

570.    Kain C, Koschmieder C, Matischek-Jauk M, Bergner S. Mapping the landscape: A scoping review of 21st century skills literature in secondary education. Teach Teach Educ. 2024;151. doi:10.1016/j.tate.2024.104739

571.    Bertelsen K, Bruun TH, Guldager JD. When outdoor school is experienced as a forced break from the power of habit. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104594

572.    MacCallum K. Integrating computational thinking through digital creation: The (TPAC)2K model. Teach Teach Educ. 2025;161. doi:10.1016/j.tate.2025.105056

573.    Scott-Barrett J, Johnston SK, Denton-Calabrese T, McGrane JA, Hopfenbeck TN. Nurturing curiosity and creativity in primary school classrooms. Teach Teach Educ. 2023;135. doi:10.1016/j.tate.2023.104356

574.    Jacobs J, Scornavacco K, Harty C, Suresh A, Lai V, Sumner T. Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2022.103631

575.    Wang H, Loughland T. Exploring discursive patterns in post-lesson mentoring conversations. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.104994

576.    Cohen-Nissan O, Kohen Z. Mathematics coordinators as school team PD leaders before and during COVID-19. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103921

577.    Baxter G, Kilderry A. Family school partnership discourse: Inconsistencies, misrepresentation, and counter narratives. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103561

578.    Nijland F, Firssova O, Robbers S, Vermeulen M. The networked student. Teach Teach Educ. 2023;131. doi:10.1016/j.tate.2023.104169

579.    Peercy MM, Tigert J, Fredricks D, et al. From humanizing principles to humanizing practices: Exploring core practices as a bridge to enacting humanizing pedagogy with multilingual students. Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103653

580.    Mohebi Amin A, Rabiei M, Yazdi Amirkhiz SY, Shomoossi N. We are still to learn from our learners: A hidden curriculum developed during the covid-19 pandemic. Teach Teach Educ. 2024;137. doi:10.1016/j.tate.2023.104390

581.    Beserra V, Nussbaum M, Navarrete M, Garrido N. Online physically active academic lessons in COVID-19 times: A pilot study. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103750

582.    McChesney K. The design and impact of professional development activities in a diverse international education reform context. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103882

583.    Robertson WB, Yazan B. Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant. Linguist Educ. 2022;71. doi:10.1016/j.linged.2022.101079

584.    Hansen N, Bialka CS, Wong SJ, Gamerman T. “Learning on the job”: An exploration of teacher educators’ training and comfort with anti-ableist disability discussion. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2024.104481

585.    Li L, Fengchao Y, Zhang E. A systematic review of learning task design for K-12 AI education: Trends, challenges, and opportunities. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100217

586.    Korkut P, Özmen KS. Development of drama into teacher identity: Exchanges and experiences of English teachers. Int J Educ Res. 2023;122. doi:10.1016/j.ijer.2023.102247

587.    Liu X, Fu C, Ruan Q, Feng X. Stepping stones to success: A quasi-experimental quantitative study on how increased internships shape teaching self-efficacy in Chinese preservice teachers, moderated by self-directed learning and career adaptability. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105162

588.    Wray E, Sharma U, Subban P. Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103800

589.    Ivanova M, Michaelides MP. Motivational components in TIMSS 2015 and their effects on engaging teaching practices and mathematics performance. Stud Educ Eval. 2022;74. doi:10.1016/j.stueduc.2022.101173

590.    Aslan E, Sirojitdinovna MB. Language learning made short and sweet? Exploring student perceptions of microcelebrity teacher reels on Instagram. Linguist Educ. 2025;88. doi:10.1016/j.linged.2025.101430

591.    Richter E, Hußner I, Huang Y, Richter D, Lazarides R. Video-based reflection in teacher education: Comparing virtual reality and real classroom videos. Comput Educ. 2022;190. doi:10.1016/j.compedu.2022.104601

592.    Lin MPC, Chang D. CHAT-ACTS: A pedagogical framework for personalized chatbot to enhance active learning and self-regulated learning. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100167

593.    Jud J, Hirt CN, Rosenthal A, Karlen Y. Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning. Teach Teach Educ. 2023;127. doi:10.1016/j.tate.2023.104093

594.    Veletić J, Scherer R. The Nordic perspective on the association between distributed leadership and teacher job satisfaction: A multilevel SEM approach. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2025.102559

595.    Angyagre SE. Democratic education and the teaching of controversial issues in polarising times: Students’ views and experiences. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102847

596.    Deng G, Zhang J. Technological pedagogical content ethical knowledge (TPCEK): The development of an assessment instrument for pre-service teachers. Comput Educ. 2023;197. doi:10.1016/j.compedu.2023.104740

597.    Hattan C, Grossnickle Peterson E, Miller K. Revising teacher candidates’ beliefs and knowledge of the learning styles neuromyth. Contemp Educ Psychol. 2024;77. doi:10.1016/j.cedpsych.2024.102269

598.    Ma L, Xu L. Critical thinking dispositions and foreign language learning: A moderated mediation analysis of self-efficacy and gender. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102740

599.    Wang C, Hu X. Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program. Internet High Educ. 2025;64. doi:10.1016/j.iheduc.2024.100963

600.    Kilmen S. Prospective teachers’ professional achievement goal orientations, their self-efficacy beliefs, and perfectionism: A mediation analysis. Stud Educ Eval. 2022;74. doi:10.1016/j.stueduc.2022.101165

601.    Ben Zion Y, Yakov S, Abramovitch E, Balter G, Davidovitch N. AI-based teaching evaluations: How well do they reflect student perceptions? Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100448

602.    Molefi RR, Ayanwale MA, Kurata L, Chere-Masopha J. Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100191

603.    Nishida Y. Missionary Froebelians’ Pedagogy and Practice: Annie L. Howe and Her Glory Kindergarten Teacher Training School. Hist Educ Q. 2022;62(4):447-474. doi:10.1017/heq.2022.7

604.    Eshchar-Netz L, Vedder-Weiss D, Lefstein A. Status and inquiry in teacher communities. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103524

605.    Eshchar-Netz L, Lefstein A, Vedder-Weiss D. Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative. Teach Teach Educ. 2023;130. doi:10.1016/j.tate.2023.104186

606.    Brouhier Q, Coppe T, März V, Raemdonck I. Professional learning of late-career teachers in early childhood education: A matter of (im)balance between personal resources, job resources, and job demands. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104273

607.    Najjarpour M. Teachers’ perceptions of challenges to integrating social emotional learning professional development into EFL teacher training programs. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100501

608.    Seah LH. An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections. Linguist Educ. 2023;78. doi:10.1016/j.linged.2023.101253

609.    Wiese E, Hatlevik IKR, Daza V. How can universities ensure quality of practice in initial teacher education? Teach Teach Educ. 2024;139. doi:10.1016/j.tate.2023.104462

610.    Wuttiphan N, Kwangmuang P. Designing a ubiquitous learning environment to enhance pre-service Chinese language teachers’ critical writing skills: A developmental research approach. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104921

611.    Parida S, Dhakal SP, Dayaram K, et al. Rhetoric and realities in Australian universities of student engagement in online learning: Implications for a post-pandemic era. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100795

612.    Naderi S, Moafian F. The victory of a non-digital game over a digital one in vocabulary learning. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2023.100135

613.    Ilie MD, Petegem P Van, Mladenovici V, Maricuţoiu LP. Dynamics of change of academics’ teaching approaches: A latent profile transition analysis. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101349

614.    Novitra F, Abdullah MNS, Özdemir E, et al. Design of Dual Space Inquiry framework for facilitating flexible learning in digital technology era. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100424

615.    Yau AHY, Yeung MWL, Lee CYP. A co-orientation analysis of teachers’ and students’ perceptions of online teaching and learning in Hong Kong higher education during the COVID-19 pandemic. Stud Educ Eval. 2022;72. doi:10.1016/j.stueduc.2022.101128

616.    Arias AM, Fick SJ, Benedict-Chambers A. Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104585

617.    Al-Obaydi LH, Pikhart M, Tawafak RM. Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102762

618.    Akinlar A, Ontas T, Aysu S, Atmaca T. Developing colleagues through recognition: The role of international award-winning teachers in professional growth in Türkiye. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105221

619.    Tai KH, Hong JC, Tsai CR, Lin CZ, Hung YH. Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow experience. Comput Educ. 2022;182. doi:10.1016/j.compedu.2022.104458

620.    Ding M, Byrnes J, Ke X. Rethinking the Role of “Quality Instruction” in Predicting Algebraic Learning Within an Opportunity-Propensity Framework: An Exploratory Cross-Cultural Study. J Educ Psychol. 2022;115(2):241-266. doi:10.1037/edu0000767

621.    Radclyffe-Thomas N, Schmitz M, Breitbarth T, et al. “A great adventure in both teaching and learning” – Teacher identity and innovative responsible management education pedagogies in Business Schools. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101142

622.    Staley S, Blackburn M V. Troubling emotional discomfort: Teaching and learning queerly in teacher education. Teach Teach Educ. 2023;124. doi:10.1016/j.tate.2023.104030

623.    Saunders W, Topham T, Jensen B, Marcelletti D, McCarthy K, Lee L. What’s in a teacher team meeting? Testing pedagogically productive talk as a framework for teacher collaboration. Teach Teach Educ. 2023;131. doi:10.1016/j.tate.2023.104176

624.    Andreasen EM, Slettebø Å, Opsal A. Learning activities in bachelor nursing education to learn pre- and postoperative nursing care—A scoping review. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.102033

625.    Moon J, Webster CA, Brian A, Stodden DF, Mulvey KL. Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE): A tool to support preservice teachers’ applied learning experiences. Comput Educ. 2023;196. doi:10.1016/j.compedu.2023.104738

626.    Bygstad B, Øvrelid E, Ludvigsen S, Dæhlen M. From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Comput Educ. 2022;182. doi:10.1016/j.compedu.2022.104463

627.    Cain M, Sheehan H, Taouk S. “It doesn’t feel like we’ve had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104789

628.    Espartinez AS. Exploring student and teacher perceptions of ChatGPT use in higher education: A Q-Methodology study. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100264

629.    Zhang Z, Maeda Y, Newby T, Cheng Z, Xu Q. The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies: The mediating role of online self-regulated learning strategies. Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104673

630.    Nagel I, Guðmundsdóttir GB, Afdal HW. Teacher educators’ professional agency in facilitating professional digital competence. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104238

631.    Gutierrez A, Mills K, Scholes L, Rowe L, Pink E. What do secondary teachers think about digital games for learning: Stupid fixation or the future of education? Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104278

632.    Sun L, Kangas M, Ruokamo H, Siklander S. A systematic literature review of teacher scaffolding in game-based learning in primary education. Educ Res Rev. 2023;40. doi:10.1016/j.edurev.2023.100546

633.    Afifah W, Soeharto S, Winingsih LH, et al. Exploring students’ lived experience in online learning during Covid-19 pandemic through a phenomenological hermeneutic perspective. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100444

634.    Møgelvang A, Vandvik V, Ellingsen S, Strømme CB, Cotner S. Cooperative learning goes online: teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students. Int J Educ Res. 2023;117. doi:10.1016/j.ijer.2022.102114

635.    Jong MSY. Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104921

636.    Sheridan L, Andersen P, Patulny R, McKenzie J, Kinghorn G, Middleton R. Early career teachers’ adaptability and resilience in the socio-relational context of Australian schools. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.102051

637.    Kiramba LK, Deng Q, Viesca K. Novice general education teachers’ perceptions of preparedness in U.S. public schools: The impact of learning about and working with multilingual students. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103757

638.    Schwarzenthal M, Daumiller M, Civitillo S. Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018. Teach Teach Educ. 2023;126. doi:10.1016/j.tate.2023.104070

639.    Cai Q. Factors influencing engagement in EFL learning of higher education learners in blended learning environments. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102587

640.    Goh LH. Teachers’ perception of leadership styles and involvement during the COVID-19 pandemic crisis. Int J Educ Res. 2023;122. doi:10.1016/j.ijer.2023.102253

641.    Cespedes AA. Moving on from emergency-remote-teaching: university teachers’ perceived challenges of networked learning. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100217

642.    Tumilty E, Spratt H, Cestone C, et al. Developing future translational scientists through authentic learning and assessments. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100151

643.    Cui G, Zhao Z, Yuan C, Du Y, Yan Y, Wang Z. The influence of teachers’ autonomy support on students’ entrepreneurial enthusiasm: A mediation model with student gender as a moderator. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100966

644.    Li W, Feng Q, Zhu X, Yu Q, Wang Q. Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment: An experimental study. Comput Educ. 2023;200. doi:10.1016/j.compedu.2023.104793

645.    Hammer S, Ufer S. Professional competence of mathematics teachers in dealing with tasks in lesson planning. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104246

646.    Bakker C, de Glopper K, de Vries S. “Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2023.104468

647.    Tedick DJ, Mathieu CS. Using a rubric as a mediational tool to assess pre-service immersion teacher development. J Immers Content-Based Lang Educ. 2025;13(2):271-294. doi:10.1075/jicb.24015.ted

648.    Klassen RM, Wang H, Rushby J V. Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession? Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104935

649.    Lin YR, Hung CY. The synergistic effects in an AI-supported online scientific argumentation learning environment. Comput Educ. 2025;229. doi:10.1016/j.compedu.2025.105251

650.    Karlsson PS, Shafti F, Duffy K. The house of the business school: A pragmatic approach to conceptualising learning community. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101141

651.    Lin CC, Cheng ESJ, Huang AYQ, Yang SJH. DNA of learning behaviors: A novel approach of learning performance prediction by NLP. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100227

652.    Motta VF, Galina SVR. Experiential learning in entrepreneurship education: A systematic literature review. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103919

653.    Michos K, Cantieni A, Schmid R, Müller L, Petko D. Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103570

654.    Huang L, Zhan Y, Ba S. Modeling student teachers’ self-regulated learning of complex professional knowledge: A sequential and clustering analysis with think-aloud protocols. Comput Educ. 2025;233. doi:10.1016/j.compedu.2025.105310

655.    Xianhan H, Chun L, Mingyao S, Caixia S. Associations of different types of informal teacher learning with teachers’ technology integration intention. Comput Educ. 2022;190. doi:10.1016/j.compedu.2022.104604

656.    Matsko KK, Ko EK, Bressman S, Mozer L, Winter JS. Two sides of a coin: Examining mentor and student teacher relationships during student teaching. Teach Teach Educ. 2023;130. doi:10.1016/j.tate.2023.104139

657.    Adams B, Thomas L, Moens M, Valcke M. University teachers as versatile masters: Evaluating the effectiveness of a professional development programme on student-centred teaching competencies. Stud Educ Eval. 2023;77. doi:10.1016/j.stueduc.2023.101260

658.    Chiu EYY. Teaching through the storm: The role of ‘critical emotions’ in shaping teachers’ pandemic transformations. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102687

659.    Kim CM, Gleasman C, Boz T, Park H, Foutz T. Learning to teach coding through argumentation. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100107

660.    Nesje K, Lejonberg E. Tools for the school-based mentoring of pre-service teachers: A scoping review. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103609

661.    Sharma R, Tan C, Gomez D, Xu C, Dubé AK. Guiding teachers’ game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104915

662.    Aguilar SJ, Silver D, Polikoff MS. Analyzing 500,000 TeachersPayTeachers.com Lesson Descriptions Shows Focus on K-5 and Lack of Common Core Alignment. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100081

663.    Baraibar-Diez E, Odriozola MD, Llorente I. Exploring learning congruence and the availability of diverse educational resources: A study conducted in the field of management education. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100985

664.    Ertesvåg SK, Vaaland GS, Lerkkanen MK. Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention: Protocol for a mixed-methods cluster randomized controlled trial and process evaluation. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.102013

665.    Altun A, Kuduz E, Akkan IN. Investigating factors affecting teachers’ instructional practices: Evidence from TALIS 2018 Turkish data. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2025.102557

666.    Haneda M, Madany-Saa M, Teemant A, Sherman B. Tensions in school context and teacher praxis in equity-oriented porofessional learning. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2024.104480

667.    Ribosa J, Duran D. Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching. Educ Res Rev. 2022;37. doi:10.1016/j.edurev.2022.100475

668.    Liou YH, Bjorklund P. Understanding teacher network formation amidst reform: A mixed-methods study on collaborative structure, network intentionality, closeness, and school climates. Teach Teach Educ. 2023;134. doi:10.1016/j.tate.2023.104296

669.    Diwakar V. Learning outcomes amidst violent conflict and poverty in India. Int J Educ Res. 2023;119. doi:10.1016/j.ijer.2023.102159

670.    Wang HT, Chien CF, Chen CY. Enhancing skill practice and feedback in a higher education teacher training course using the online flipped teaching in Taiwan. Teach Teach Educ. 2025;162. doi:10.1016/j.tate.2025.105073

671.    Suryanarayana KS, Kandi VSP, Pavani G, Rao AS, Rout S, Siva Rama Krishna T. Artificial Intelligence Enhanced Digital Learning for the Sustainability of Education Management System. J High Technol Manag Res. 2024;35(2). doi:10.1016/j.hitech.2024.100495

672.    Lazzara L, Weber A, Leuchter M. Building minds with blocks: The impact of a play-based professional development on preschool teachers’ competencies and children’s learning. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105144

673.    Tan X, Cheng G, Ling MH. Artificial intelligence in teaching and teacher professional development: A systematic review. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2024.100355

674.    Dalipi F, Jokela P, Kastrati Z, Kurti A, Elm P. Going digital as a result of COVID-19: Insights from students’ and teachers’ impressions in a Swedish university. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100136

675.    Gunawardena M, Bishop P, Aviruppola K. Personalized learning: The simple, the complicated, the complex and the chaotic. Teach Teach Educ. 2024;139. doi:10.1016/j.tate.2023.104429

676.    Ruark TI, Biazzin C. Teaching project management with generative AI: A pedagogical model for responsible and sustainable practice. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101232

677.    Gunness A, Matanda MJ, Rajaguru R. Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness. Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104884

678.    Nagar PM, Talwar V. The role of teacher support in increasing youths’ intentions to disclose cyberbullying experiences to teachers. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104922

679.    Jeong H. Supporting interest development in gifted software education through computational thinking and project-based learning. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100282

680.    Smiling J, Hollebrands K. Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100469

681.    Ridley J, Rowe LW, Borkowski M, Hikida M. From reflection to analysis: Languaging literacy teaching and learning. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2022.103634

682.    Strom KJ, Martin AD. Toward a critical posthuman understanding of teacher development and practice: A multi-case study of beginning teachers. Teach Teach Educ. 2022;114. doi:10.1016/j.tate.2022.103688

683.    Fujs D, Vrhovec S, Žvanut B, Vavpotič D. Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach. Comput Educ. 2022;181. doi:10.1016/j.compedu.2022.104448

684.    Netland T, von Dzengelevski O, Tesch K, Kwasnitschka D. Comparing human-made and AI-generated teaching videos: An experimental study on learning effects. Comput Educ. 2025;224. doi:10.1016/j.compedu.2024.105164

685.    DeArmond S, Rau BL, Buelow-Fischer J, Desai A, Miller AJ. Teaching professional skills during the pandemic: Does delivery mode matter? Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100770

686.    Leite WL, Kuang H, Jing Z, Xing W, Cavanaugh C, Huggins-Manley AC. The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration. Comput Educ. 2022;191. doi:10.1016/j.compedu.2022.104615

687.    Mwandondwa LG. The differential impact of teacher training on student performance: The role of gender and family background. Int J Educ Dev. 2025;117. doi:10.1016/j.ijedudev.2025.103364

688.    Selvik S, Herrebrøden MK. Teacher experiences under COVID-19 pandemic school reopening periods: A window of opportunity for adapted education. Teach Teach Educ. 2024;139. doi:10.1016/j.tate.2023.104445

689.    Reeves TD, Hamilton V, Onder Y. Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103546

690.    Westerlund R. Becoming a physical education teacher: Preservice teachers’ meaning-making process in the transition between a subject didactics course and the practicum. Teach Teach Educ. 2023;136. doi:10.1016/j.tate.2023.104363

691.    Liu CY. Assessment framework for students’ STEAM performance: Teachers’ interviews and classroom observations in Taiwan. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105135

692.    Radloff J, Yeter IH, Chiu TKF. Intelligent-TPACK in teacher education: Examining preservice elementary teachers’ emerging views about AI classroom use. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100307

693.    Lu J, Si H, Xu J, Xu T. An overview of applications and trends of STEM for learning effectiveness——An umbrella review based on 22 meta-analyses. Educ Res Rev. 2025;48. doi:10.1016/j.edurev.2025.100712

694.    Jay LP. A framework for approximations of practice: Variations in purpose, approach, and opportunities for learning. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104795

695.    Ketko-Ayali K, Cohen A, Michaeli N. From SEL to SPEL: Teachers integrating political emotions in lessons during times of crisis. Teach Teach Educ. 2025;160. doi:10.1016/j.tate.2025.105015

696.    Plch L, Barvík D, Zounek J. Perception, beliefs and attitudes towards simulation-based learning in healthcare students: A scoping review. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2025.102536

697.    Yang TC, Lin ZS. Enhancing elementary school students’ computational thinking and programming learning with graphic organizers. Comput Educ. 2024;209. doi:10.1016/j.compedu.2023.104962

698.    Lai MK, Fjørtoft H, Li M. Improving how teachers discuss data for data-based decision-making. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104884

699.    Almpanis T, Joseph-Richard P. Lecturing from home: Exploring academics’ experiences of remote teaching during a pandemic. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100133

700.    Heaysman O, Kramarski B. Enhancing students’ metacognition, achievement and transfer between domains: Effects of the simulative “SRL-AIDE” parallel teacher–student program. Int J Educ Res. 2022;116. doi:10.1016/j.ijer.2022.102074

701.    Dursun H, Claes E, Agirdag O. Coursework, field-based teaching practices, and multicultural experiences: Analyzing the determinants of preservice teachers’ ethnocultural diversity knowledge. Teach Teach Educ. 2023;126. doi:10.1016/j.tate.2023.104077

702.    Shapira N, Fisher-Shalem O. “Nothing will prevent me” – Jewish and Arab teachers in Israel in times of political tension. Int J Educ Dev. 2024;109. doi:10.1016/j.ijedudev.2024.103084

703.    Kurata L, Ayanwale MA, Molefi RR, Sanni T. Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100417

704.    Gencoglu B, Helms-Lorenz M, Maulana R, Jansen EPWA, Gencoglu O. Machine and expert judgments of student perceptions of teaching behavior in secondary education: Added value of topic modeling with big data. Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104682

705.    Vizcaíno-Verdú A, Abidin C. TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities. Teach Teach Educ. 2023;123. doi:10.1016/j.tate.2022.103978

706.    Huang YM, Silitonga LM, Wu TT. Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Comput Educ. 2022;183. doi:10.1016/j.compedu.2022.104494

707.    Görtzen JJH, Stollman SHM, Schellings GLM, Vermunt JD, Nieveen NM. Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101483

708.    Cheng Z, Wang H, Zhu X, West RE, Zhang Z, Xu Q. Open badges support goal setting and self-efficacy but not self-regulation in a hybrid learning environment. Comput Educ. 2023;197. doi:10.1016/j.compedu.2023.104744

709.    Antonietti C, Consoli T, Schmitz ML, Cattaneo A, Gonon P, Petko D. “Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers.” Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105225

710.    Sahin E, Suh JK, Dursun JE, Hand B. Investigating teachers’ perceived costs and benefits toward a knowledge generation environment. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102686

711.    Briones E, Gallego T, Palomera R. Creative Drama and Forum Theatre in initial teacher education: Fostering students’ empathy and awareness of professional conflicts. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103809

712.    von Gillern S, Korona M, Wright W, Gould H, Haskey-Valerius B. Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104404

713.    Kong SC, Lin TJ, Siu YMK. The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary students. Comput Educ. 2025;228. doi:10.1016/j.compedu.2025.105249

714.    Tandika Basil P, Ndibalema P, Lawrent G, Gabrieli P, Mbepera J. Early grade teachers’ professional development programs for promoting school safety: Does it make a difference? Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104613

715.    Baidoo-Anu D. Between-school streaming: Unpacking the experiences of secondary school teachers and students in category C schools in Ghana. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100188

716.    Dervenis C, Kanakis G, Fitsilis P. Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101406

717.    Børte K, Lillejord S, Chan J, Wasson B, Greiff S. Prerequisites for teachers’ technology use in formative assessment practices: A systematic review. Educ Res Rev. 2023;41. doi:10.1016/j.edurev.2023.100568

718.    Jobert N, Sanchiz M. In-service teachers’ perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics. Teach Teach Educ. 2025;157. doi:10.1016/j.tate.2025.104951

719.    Liu S, Yin H. Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis. Teach Teach Educ. 2023;134. doi:10.1016/j.tate.2023.104335

720.    Herscu-Kluska R, Pe’er S. The effect of documentary-based assignments on teachers’ perceptions of older adults and aging: A case study. Teach Teach Educ. 2024;137. doi:10.1016/j.tate.2023.104388

721.    Li K, Wang P, Chen G. How can AI be integrated into teacher professional development programs? A systematic review based on an adapted technology-based learning model. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105219

722.    Jaekel AK, Fütterer T, Göllner R. Teaching characteristics in distance education—associations with teaching quality and students’ learning experiences. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104174

723.    Zhang F, Derakhshan A. On the role of academic buoyancy and interpersonal emotion regulation in predicting Chinese EFL teachers’ psychological well-being. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102722

724.    Akarsu AH. Beyond the walls: Investigating outdoor learning experiences of social studies teacher candidates in Türkiye. Teach Teach Educ. 2025;154. doi:10.1016/j.tate.2024.104876

725.    Farieta A, Delprato M. The effect of philosophy on critical reading: Evidence from initial teacher education in Colombia. Int J Educ Dev. 2024;104. doi:10.1016/j.ijedudev.2023.102974

726.    Weyers J, Kramer C, Kaspar K, König J. Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104426

727.    Wahelo TT, Mengistu DA, Merawi TM. Geography teachers’ implementation of problem-based learning for deforestation and climate change education in Metekel Zone Secondary Schools, Northwest, Ethiopia. Int J Educ Dev. 2025;117. doi:10.1016/j.ijedudev.2025.103314

728.    Teslo S, Thurston M, Lerum Ø, et al. Teachers’ sensemaking of physically active learning: A qualitative study of primary and secondary school teachers participating in a continuing professional development program in Norway. Teach Teach Educ. 2023;127. doi:10.1016/j.tate.2023.104113

729.    Lim Y. Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101375

730.    Cheah YH, Lu J, Kim J. Integrating generative artificial intelligence in K-12 education: Examining teachers’ preparedness, practices, and barriers. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100363

731.    Zhang Z, Maeda Y, Newby T. Individual differences in preservice teachers’ online self-regulated learning capacity: A multilevel analysis. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104926

732.    Braaten M, Granados E, Bradford C. Making sense through dissonance during preservice teacher preparation. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103541

733.    Yuan J, Brigandi CB, Rambo-Hernandez KE, Manley CL. Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices. Comput Educ. 2025;225. doi:10.1016/j.compedu.2024.105174

734.    Valache DG, Ilie M, Sârbescu P, Cazan PI. Towards evidence-based music teaching and learning: A meta-analysis. Educ Res Rev. 2025;48. doi:10.1016/j.edurev.2025.100698

735.    Frei-Landau R, Orland-Barak L, Muchnick-Rozonov Y. What’s in it for the observer? Mimetic aspects of learning through observation in simulation-based learning in teacher education. Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103682

736.    Attig M, Hoferichter F, Steinmann I, Strietholt R. Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 7. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101347

737.    Divanji RA, Bindman S, Tung A, Chen K, Castaneda L, Scanlon M. A one stop shop? Perspectives on the value of adaptive learning technologies in K-12 education. Comput Educ Open. 2023;5. doi:10.1016/j.caeo.2023.100157

738.    Martínez-Álvarez P, Cuevas I, Sáez N, Son M. Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104801

739.    Bright D, Heyting E. Exploring the motivations and career choices of expatriate teachers in international schools: Embracing personal growth, professional development, and teacher autonomy. Int J Educ Res. 2024;127. doi:10.1016/j.ijer.2024.102426

740.    Tsybulsky D, Muchnik-Rozanov Y. The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers’ professional identity. Teach Teach Educ. 2023;124. doi:10.1016/j.tate.2023.104020

741.    Bell CA, Gitomer DH. Building the field’s knowledge of teaching and learning: Centering the socio-cultural contexts of observation systems to ensure valid score interpretation. Stud Educ Eval. 2023;78. doi:10.1016/j.stueduc.2023.101278

742.    FANG X, CHIU TKF. Using Self-Determination Theory to Explain How Mind Mapping and Real-time Commenting Enhance Student Engagement and Learning Outcomes in Video Creation. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100254

743.    Assen JHE, Otting H. Teachers’ collective learning: To what extent do facilitators stimulate the use of social context, theory, and practice as sources for learning? Teach Teach Educ. 2022;114. doi:10.1016/j.tate.2022.103702

744.    Zhang F, Li Q. Research on the influence of teachers’ ICT Capacity on classroom teaching quality: An intermediary model based on self-efficacy. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102779

745.    Trindade MAM, Edirisinghe GS, Luo L. Teaching mathematical concepts in management with generative artificial intelligence: The power of human oversight in AI-driven learning. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2024.101104

746.    Tu YF, Hwang GJ, Hu D. Effects on the learning achievement, approaches to learning, and multi-stage reflection quality of students with different levels of digital self-efficacy in a data literacy course: An ARCS-based self-reflective online learning model. Comput Educ. 2025;238. doi:10.1016/j.compedu.2025.105397

747.    Hong S, Eom T, Moon J. Virtual reality simulation to foster authentic learning in pre-service teacher education: A systematic literature review. Educ Res Rev. 2025;49. doi:10.1016/j.edurev.2025.100743

748.    Pan HLW, Lin YC, Chung CH. Teacher collaboration, school innovativeness and innovative teaching in Taiwan: Evidence from TALIS. Int J Educ Res. 2024;127. doi:10.1016/j.ijer.2024.102383

749.    Zhao JH, Yang QF, Lian LW, Wu XY. Impact of pre-knowledge and engagement in robot-supported collaborative learning through using the ICAPB model. Comput Educ. 2024;217. doi:10.1016/j.compedu.2024.105069

750.    Vajen B, Kenner S, Reichert F. Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103972

751.    Bøe M, Heikka J, Kettukangas T, Hognestad K. Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103787

752.    Kim K, Kwon K. Exploring the AI competencies of elementary school teachers in South Korea. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100137

753.    Ledger S, Burgess M, Rappa N, et al. Simulation platforms in initial teacher education: Past practice informing future potentiality. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104385

754.    Geng X, Su YS. The effects of different metacognitive patterns on students’ self-regulated learning in blended learning. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105211

755.    Konstantinidou E, Scherer R. Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Comput Educ. 2022;179. doi:10.1016/j.compedu.2021.104424

756.    Muhamad Dah N, Mat Noor MSA, Kamarudin MZ, Syed Abdul Azziz SS. The impacts of open inquiry on students’ learning in science: A systematic literature review. Educ Res Rev. 2024;43. doi:10.1016/j.edurev.2024.100601

757.    Christensen AA, Jerrim J. Professional learning communities and teacher outcomes. A cross-national analysis. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2024.104920

758.    Held T, Mori J. The role of students’ perceived teacher support in student motivation: A longitudinal study of student motivation profiles. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100395

759.    Bojulaia M. Understanding creative pedagogy of Saudi high school STEM teacher: A case study of Mawhiba and public science classes. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100495

760.    Sato T. The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency. J Immers Content-Based Lang Educ. 2024;12(2):221-248. doi:10.1075/jicb.23016.sat

761.    Machusky JA, Herbert-Berger KG. Understanding online learning infrastructure in U.S. K-12 schools: A review of challenges and emerging trends. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.101993

762.    Zhou N, Tigelaar D, Wang J, Admiraal W. Factors predicting vocational teachers’ transfer of learning: A quantitative study in the context of work placement. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2023.104467

763.    McLean L, Jones N. Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement. Contemp Educ Psychol. 2025;80. doi:10.1016/j.cedpsych.2025.102352

764.    Can HC, Zorba E, Işım AT. The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research. Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104614

765.    Gita DU, Ferede B, Tondeur J. Exploring the association between digital storytelling and self-regulated learning: a review of claims. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100267

766.    Cheng CC, Carolyn Yang YT. Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104911

767.    Mor-Hagani S, Barzilai S. The multifaceted nature of teachers’ epistemic growth: Exploring teachers’ perspectives on growth in epistemic performance. Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103714

768.    Martin-Beltrán M, Durham C, Cataneo A. Preservice teachers developing humanizing intercultural competence during field-based interactions: Opportunities and challenges. Teach Teach Educ. 2023;124. doi:10.1016/j.tate.2022.104008

769.    Copur-Gencturk Y, Li J, Cohen AS, Orrill CH. The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial. Comput Educ. 2024;210. doi:10.1016/j.compedu.2023.104963

770.    Liu B, Gui W, Gao T, Wu Y, Zuo M. Understanding self-directed learning behaviors in a computer-aided 3D design context. Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104882

771.    Yeung WL, Ng OL. Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023). Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104881

772.    Atal D, Admiraal W, Saab N. 360° Video in teacher education: A systematic review of why and how it is used in teacher education. Teach Teach Educ. 2023;135. doi:10.1016/j.tate.2023.104349

773.    Ryan A, Morel C, Goodman J, et al. Learning to learn differently: Studio-based education for responsible management. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101177

774.    Lim J, Richardson JC. Considering how disciplinary differences matter for successful online learning through the Community of Inquiry lens. Comput Educ. 2022;187. doi:10.1016/j.compedu.2022.104551

775.    Lucero A. Learning to read critically: Professional development with picturebooks. Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104521

776.    Pilato J, Peterson EG, Anderson A. Spatial thinking activities in PK-12 classrooms: Predictors of teachers’ activity use and a framework for classifying activity types. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104226

777.    O’Neill L, Lauridsen HH, Østengaard L, Qvortrup A. Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning: A systematic critical literature review. Stud Educ Eval. 2023;78. doi:10.1016/j.stueduc.2023.101283

778.    Luo Y, Leung BW. Proposing and piloting a criterion- and standard-based assessment framework in teaching Cantonese operatic singing in Guangdong, China. Br J Music Educ. 2023;40(3):361-384. doi:10.1017/S0265051723000104

779.    Tekkumru-Kisa M, Coker R, Atabas S. Learning to teach for promoting student thinking in science classrooms. Teach Teach Educ. 2022;120. doi:10.1016/j.tate.2022.103869

780.    Lelieur R, Espejo JMR, Vanhoof J, Clycq N. Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102350

781.    Iraola EA, Romero GR. Dialogue among educators: Rethinking and recreating scenarios of cooperative and inclusive learning. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2024.100322

782.    Lehtinen A, Kostiainen E, Näykki P. Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104299

783.    Zhang Y, Pappa CI, Pittich D. Exploring user-generated content motivations: A systematic review of theoretical perspectives and empirical gaps in online learning. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100235

784.    Hassan E, Groot W, Volante L. Education funding and learning outcomes in Sub-Saharan Africa: A review of reviews. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100181

785.    Xu C, Di Lonardo Burr S, Skwarchuk SL, et al. Pathways to Learning Mathematics for Students in French-Immersion and English-Instruction Programs. J Educ Psychol. 2022;114(6):1321-1342. doi:10.1037/edu0000722

786.    Fuchs A, Radkowitsch A, Sommerhoff D. Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness. Educ Res Rev. 2025;46. doi:10.1016/j.edurev.2024.100648

787.    Mutoni Griffiths C, Murdock-Perriera L, L Eberhardt J. “Can you tell me more about this?”: Agentic written feedback, teacher expectations, and student learning. Contemp Educ Psychol. 2023;73. doi:10.1016/j.cedpsych.2022.102145

788.    Chen CM, Li MC, Chen YT. The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Comput Educ. 2022;179. doi:10.1016/j.compedu.2021.104428

789.    Peng Y, Wang Y, Hu J. Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104846

790.    Staddon R V. A supported flipped learning model for mathematics gives safety nets for online and blended learning. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100106

791.    Dierenfeld CM. Unlocking fun: Accessing play to enhance secondary teachers’ well-being. Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104523

792.    Bolsarin R, Arantes V, Vilarrasa GS, Moreno-Marimon M. Organizing Models of Thinking and teaching: What does it mean to be a teacher? Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102817

793.    Yang H, Markauskaite L. Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.104980

794.    Frieson BL, Murray-Everett NC, Parsons MJ. Always outsiders, never insiders: A study abroad program for future teachers. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2022.103632

795.    King AH. Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching. Linguist Educ. 2022;67. doi:10.1016/j.linged.2022.101015

796.    Hernandez Garcia M. Middle school Arabic-speaking teacher and students engaging in reading, analysis, and evaluation of sources through translanguaging in social studies inquiry. Linguist Educ. 2025;89. doi:10.1016/j.linged.2025.101449

797.    Boysen MSW, Sørensen MC, Jensen H, Von Seelen J, Skovbjerg HM. Playful learning designs in teacher education and early childhood teacher education: A scoping review. Teach Teach Educ. 2022;120. doi:10.1016/j.tate.2022.103884

798.    Schwartz E, Shamir-Inbal T, Blau I. Teacher prototypes in technology-enhanced instruction in elementary school second language acquisition: Comparing routine and emergency learning in different cultures. Comput Educ Open. 2023;5. doi:10.1016/j.caeo.2023.100155

799.    Caasi E, Yerkes E, Dutro E. Movement between content and process in teachers’ collective sensemaking about discussions of gender and sexuality in elementary classrooms. Teach Teach Educ. 2023;126. doi:10.1016/j.tate.2022.104011

800.    Bjørndal C. Mentor teachers’ self-reflection using video and transcripts: Experiences from action learning in mentor education. Teach Teach Educ. 2025;166. doi:10.1016/j.tate.2025.105181

801.    Nguyen TTT. Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom. Linguist Educ. 2025;88. doi:10.1016/j.linged.2025.101440

802.    Tarchi C, Brante EW, Jokar M, Manzari E. Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it? Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103669

803.    Woodcock S, Anderson J. Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100412

804.    Lin YR. An idiom-driven learning strategy to improve low achievers’ science comprehension, motivation, and argumentation. Comput Educ. 2023;195. doi:10.1016/j.compedu.2022.104710

805.    Demszky D, Liu J, Hill HC, Sanghi S, Chung A. Automated feedback improves teachers’ questioning quality in brick-and-mortar classrooms: Opportunities for further enhancement. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105183

806.    Wang GY, Hatori Y, Sato Y, Tseng CH, Shioiri S. Predicting learners’ engagement and help-seeking behaviors in an e-learning environment by using facial and head pose features. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100387

807.    Alazmi HS. The value of systematic, iterative, video-based reflection analysis on preservice teacher actions in Kuwait: A preservice social studies teacher example. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103910

808.    Kadio KE. Education quality in West and Central Africa: Family background, teachers, and schools. Int J Educ Dev. 2025;115. doi:10.1016/j.ijedudev.2025.103290

809.    McGrew S. Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104813

810.    Runge I, Lazarides R, Rubach C, Richter D, Scheiter K. Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners. Comput Educ. 2023;198. doi:10.1016/j.compedu.2023.104761

811.    de Putter-Smits LGA, Pols CFJ, Dekkers PJJM, Runhaar PR, Timmer M, Van der Veen JT. Exploring the role of generative AI in science teacher education programs: a qualitative study. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100492

812.    Børte K, Lillejord S. Learning to teach: Aligning pedagogy and technology in a learning design tool. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104693

813.    Lyu B, Li C, Li H, et al. The role of teachable agents’ personality traits on student-AI interactions and math learning. Comput Educ. 2025;234. doi:10.1016/j.compedu.2025.105314

814.    Dunbar K, Yadav A. Shifting to student-centered learning: Influences of teaching a summer service learning program. Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103578

815.    Marquez García MJ, Mendez AL, Kirsch W. Novel metaphors for a novel school: Narratives, voices and experiences from pre-service teachers engaged in service-learning in Spain. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103840

816.    Eßling I, Todorova M, Sunder C, Steffensky M, Meschede N. The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104250

817.    Petersen GB, Stenberdt V, Mayer RE, Makransky G. Collaborative generative learning activities in immersive virtual reality increase learning. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104931

818.    Wesenberg L, Krieglstein F, Jansen S, Rey GD, Schneider S. Teaching with worked examples – Why the selection of problems for exemplification is critical. Contemp Educ Psychol. 2025;80. doi:10.1016/j.cedpsych.2024.102328

819.    Chen A, Xiang M, Zhou J, et al. Unpacking help-seeking process through multimodal learning analytics: A comparative study of ChatGPT vs Human expert. Comput Educ. 2025;226. doi:10.1016/j.compedu.2024.105198

820.    Ma J, Zheng M, Feng X. A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments. Internet High Educ. 2025;64. doi:10.1016/j.iheduc.2024.100974

821.    Quiroz-Martinez D, Rushton EAC. Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104787

822.    Ade-Ibijola A, Sukhari A, Oyelere SS. Teaching accounting principles using augmented reality and artificial intelligence-generated IsiZulu language translations. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2025.100447

823.    Liu S, Lu J, Yin H. Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103571

824.    Esteve-Faubel JM, Botella-Quirant MT, Esteve-Faubel RP. Use of animated stories to improve music education practices of trainee primary school teachers in Spain. Br J Music Educ. 2024;41(1):87-102. doi:10.1017/S0265051723000244

825.    Chen J, Chen L. Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104838

826.    Xie W, Lin X. Are dialogic teaching-and-learning programs effective in pre-primary and primary schools? A meta-analysis. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104823

827.    Li H, Wang J, Du X, Hu Z, Yang S. KBHN: A knowledge-aware bi-hypergraph network based on visual-knowledge features fusion for teaching image annotation. Inf Process Manag. 2023;60(1). doi:10.1016/j.ipm.2022.103106

828.    Holstein A, Weber KE, Prilop CN, Kleinknecht M. Analyzing pre- and in-service teachers’ feedback practice with microteaching videos. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103817

829.    Weng X, Ng OL, Chiu TKF. Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis. Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104790

830.    Copur-Gencturk Y, Thacker I, Cimpian JR. Teacher bias in the virtual classroom. Comput Educ. 2022;191. doi:10.1016/j.compedu.2022.104627

831.    Groothuijsen S, van den Beemt A, Remmers JC, van Meeuwen LW. AI chatbots in programming education: Students’ use in a scientific computing course and consequences for learning. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100290

832.    Huwer J, Thyssen C, Becker-Genschow S, et al. Competencies for teaching with and about artificial intelligence in the natural sciences — DiKoLAN AI. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100303

833.    Baena-Luna P, Sánchez-Torné I, García-Río E, Pérez-Suárez M. Influence of the problem-based learning methodology on the intrapreneurial intentions of university students. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101024

834.    Disney L, Li L. Above, below, or equal? Exploring teachers’ pedagogical positioning in a playworld context to teach mathematical concepts to preschool children. Teach Teach Educ. 2022;114. doi:10.1016/j.tate.2022.103706

835.    Tbaishat D, Amoudi G, Elfadel M. Adapting teaching and learning with existing generative AI by higher education Students: Comparative study of Zayed University and King Abdulaziz University. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100421

836.    Xing W, Huang X, Li C, Xie C. Teaching thermodynamics with augmented interaction and learning analytics. Comput Educ. 2023;196. doi:10.1016/j.compedu.2023.104726

837.    Barak M. Educational ideals and classroom realities: Developing teachers’ concepts of dialogic pedagogy in real-world contexts. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104401

838.    Lee SJ, Kwon K. A systematic review of AI education in K-12 classrooms from 2018 to 2023: Topics, strategies, and learning outcomes. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100211

839.    McLean L, Janssen J, Espinoza P, Johnson SL, Jimenez M. Associations Between Teacher and Student Mathematics, Science, and Literacy Anxiety in Fourth Grade. J Educ Psychol. 2023;115(4):539-551. doi:10.1037/edu0000790

840.    Ngai CSB, Singh RG, Huang Y, et al. Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2025.100438

841.    Moussa W, Louge N, Pauwelyn L, Contreras-Gomez R, Cao Y. Should teachers stick to the script? Examining the effects of scripted lessons on student literacy in Madagascar. Int J Educ Res. 2024;124. doi:10.1016/j.ijer.2023.102290

842.    Zhou F, Zhang N, Mou J. Universities as incubators of innovation: The role of a university playfulness climate in teachers’ sustainable teaching innovation. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100693

843.    Kong SC, Wang YQ. The impact of school support for professional development on teachers’ adoption of student-centered pedagogy, students’ cognitive learning and abilities: A three-level analysis. Comput Educ. 2024;215. doi:10.1016/j.compedu.2024.105016

844.    Dai CP, Ke F. Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100087

845.    Larsen E, Nguyen HTM, Curtis E, Loughland T. It’s a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104280

846.    Soeterik IM, Hanna F, Öztemir T. Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course. Stud Educ Eval. 2023;78. doi:10.1016/j.stueduc.2023.101282

847.    Topçu MS, Çiftçi A. Co-design and implementation of community-based engineering enriched science units: Exploration of pre-service science teachers’ professional development. Teach Teach Educ. 2023;127. doi:10.1016/j.tate.2023.104095

848.    Wells T, Sandretto S, Tilson J. Bridging the theory-practice divide in teacher education through process drama pedagogy: “You fully experience what you’re learning.” Teach Teach Educ. 2023;124. doi:10.1016/j.tate.2022.103993

849.    Kohnke L, Zou D, Zhang R. Exploring pre-service teachers’ beliefs about EAP instruction in China – A case study. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100179

850.    Majcík M, Obrovská J. Teaching strategies for engaging socially disadvantaged students in the classroom. Int J Educ Dev. 2025;117. doi:10.1016/j.ijedudev.2025.103372

851.    Berry A, Zabolotna O, Parker R. Friend or foe? Learning through play and education reform in Ukraine. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104713

852.    Hardy I. Affective learning for effective learning? Data, numbers and teachers’ learning. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103754

853.    Dobashi K, Ho CP, Fulford CP, Grace Lin MF, Higa C. Learning pattern classification using moodle logs and the visualization of browsing processes by time-series cross-section. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100105

854.    Talafian H, Lundsgaard M, Mahmood M, Shafer D, Stelzer T, Kuo E. Responsive professional development: A facilitation approach for teachers’ development in a physics teaching community of practice. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104812

855.    Rahimi AR, Sevilla-Pavón A. The role of ChatGPT readiness in shaping language teachers’ language teaching innovation and meeting accountability: A bisymmetric approach. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100258

856.    Minichiello A, Lawanto O, Goodridge W, Iqbal A, Asghar M. Flipping the digital switch: Affective responses of STEM undergraduates to emergency remote teaching during the COVID-19 pandemic. Proj Leadersh Soc. 2022;3. doi:10.1016/j.plas.2022.100043

857.    Yang H, Jeon H, Choi S. Associations between time spent communicating with parents, teacher self-efficacy, and stress: The role of professional development. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100500

858.    Anusha V, Gardasu S, Ramesh O, et al. Quality improvement strategies for online teaching in post-pandemic education. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100536

859.    Yu S, Androsov A, Yan H, Chen Y. Bridging computer and education sciences: A systematic review of automated emotion recognition in online learning environments. Comput Educ. 2024;220. doi:10.1016/j.compedu.2024.105111

860.    Sigayret K, Tricot A, Blanc N. Unplugged or plugged-in programming learning: A comparative experimental study. Comput Educ. 2022;184. doi:10.1016/j.compedu.2022.104505

861.    Pattison-Meek J. The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning. Teach Teach Educ. 2024;143. doi:10.1016/j.tate.2024.104553

862.    Nusair L, Palmer R. Weak foundations in Arabic literacy: Drivers of learning poverty in Jordan. Int J Educ Dev. 2023;99. doi:10.1016/j.ijedudev.2023.102774

863.    Fung D. Achieving individual and collaborative success: An investigation of guided group work and teacher participation in junior secondary science classrooms. Int J Educ Res. 2022;111. doi:10.1016/j.ijer.2021.101908

864.    Gupta OJ, Yadav S. Determinants in advancement of teaching and learning in higher education: In special reference to management education. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100823

865.    Lee J. “Teach what’s good for learners”: Adaptive teacher pedagogy for social and emotional learning in Malawi. Int J Educ Dev. 2023;102. doi:10.1016/j.ijedudev.2023.102870

866.    Choquette KM, Pirraglia C, Cheong C, Rinaldi CM. Pre-service teachers’ relationship skills and beliefs about social-emotional learning. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104578

867.    Starks AC, Reich SM. “What about special ed?“: Barriers and enablers for teaching with technology in special education. Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104665

868.    Zhang L, Yi H. The diminishment of tacit knowledge: Teaching practice based on live streaming context. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104892

869.    Daza V, Gudmundsdottir GB, Lund A. The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education. Int J Educ Res. 2024;127. doi:10.1016/j.ijer.2024.102415

870.    Lee M, Hong JK, Son J in, Jang Y. Effects of teachers’ explicit instruction on self-regulated learning in elementary school mathematics classes. Contemp Educ Psychol. 2025;83. doi:10.1016/j.cedpsych.2025.102423

871.    Bacsa-Károlyi B, Fehérvári A. Teachers’ views on gameful practices – A scoping review. Teach Teach Educ. 2024;150. doi:10.1016/j.tate.2024.104730

872.    Sanfo JBMB, Malgoubri I. Teaching quality and student learning achievements in Ethiopian primary education: How effective is instructional quality in closing socioeconomic learning achievement inequalities? Int J Educ Dev. 2023;99. doi:10.1016/j.ijedudev.2023.102759

873.    Bautista Alcaine P, Vicente Sánchez E, Orejudo Hernández S, Cano Escoriaza J. Training pre-service teachers to deal with cyberbullying: Collective intelligence as a mode of learning. Comput Educ. 2024;220. doi:10.1016/j.compedu.2024.105123

874.    Lee H, Lee JH. The effects of robot-assisted language learning: A meta-analysis. Educ Res Rev. 2022;35. doi:10.1016/j.edurev.2021.100425

875.    Barak MH, Shoshana A. “Learning is not the most important thing; it’s to make them into human beings”: Teacher identity in vocational schools in Israel. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103794

876.    Maya-Jariego I, Holgado-Ramos D, Santolaya F, et al. Teachers’ personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2023.100137

877.    Oketch M, Rolleston C, Idrogo CB, Araya M. Understanding teachers’ contribution to learning outcomes: Implications for teachers’ policy in Ethiopia. Int J Educ Dev. 2025;119. doi:10.1016/j.ijedudev.2025.103425

878.    Serry T, Snow PC, Kovacs O, et al. The impact of sustained, in-school coaching on reading instruction for early years students and their teachers: Research protocol for a randomised-controlled trial. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100457

879.    Guan JQ, Ying SF, Zhang ML, Hwang GJ. From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance. Comput Educ. 2024;220. doi:10.1016/j.compedu.2024.105120

880.    Schneeberger McGugan K, Horn IS, Garner B, Marshall SA. “Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103934

881.    Liu Y, Zhang X. Unboxing the black box: How Principal’s regulatory focus shapes teacher innovative pedagogies. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104692

882.    Wang AI, Knutsen VA, Askestad E. Balancing enjoyment and learning in teaching software project management with game-based learning. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100226

883.    Strawbridge R, Mountford-Zimdars A, Fernandes C, et al. Learning to teach and teaching to learn: A small-group tutorial model enhances postgraduate tutors’ and tutees’ academic experience. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100153

884.    Yazici MS, Uzuner FG. School based inclusive mentoring within the scope of an experiential learning model (IEM) for teacher education. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104799

885.    Georgiou I. Teaching social network analysis. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100816

886.    Saclarides ES, Gillespie R. Amplifying teachers’ voices in the coaching partnership: An inductive exploration of teacher motivation and perceived learning. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104773

887.    Vigo-Arrazola B, Moreno-Pinillos C. Creative and inclusive teaching practices in multigrade schools. An ethnographic study on the use of digital media. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102596

888.    Boehme R, Coors S, Oster P, Munser-Kiefer M, Hilbert S. Machine learning for spelling acquisition: How accurate is the prediction of specific spelling errors in German primary school students? Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100233

889.    Ringer N, Kreitz-Sandberg S. Swedish Pupils’ Perspectives on Emergency Remote Teaching during COVID-19 - A Qualitative Study. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100167

890.    Sarmiento-Márquez EM, Pishtari G, Prieto LP, Poom-Valickis K. The evaluation of school-university partnerships that improve teaching and learning practices: A systematic review. Educ Res Rev. 2023;39. doi:10.1016/j.edurev.2023.100509

891.    Valenta A, Dahl H. Mathematics teacher educators’ teaching preparation work: An institutional perspective. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102806

892.    Bowling A, Rice AH, Curry K, Marx A. The essence of agricultural education teachers motivational beliefs across career stages. Teach Teach Educ. 2022;114. doi:10.1016/j.tate.2022.103691

893.    Ni A, Cheung ACK, Shi J. The impact of flipped classroom teaching on college English language learning: A meta-analysis. Int J Educ Res. 2023;121. doi:10.1016/j.ijer.2023.102230

894.    Toivola M, Rajala A, Kumpulainen K. Teacher’s agency orientations in flipped learning: An ecological perspective. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102837

895.    Lin Q, Ironsi CS. Incorporating augmented reality into teaching marketing strategies: Perspectives from business education teachers and students. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101080

896.    Richter E, Carpenter JP, Meyer A, Richter D. Instagram as a platform for teacher collaboration and digital social support. Comput Educ. 2022;190. doi:10.1016/j.compedu.2022.104624

897.    Anselimus SM, Lazaro AA. Teachers’ and students’ awareness in communicating science through outdoor activities in Tanzanian rural community secondary schools. Int J Educ Res. 2025;132. doi:10.1016/j.ijer.2025.102639

898.    Li X. Development and implementation of an intelligent assisted teaching system for Chinese English based on natural language processing and reinforcement learning. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100466

899.    Parmin P, Savitri EN, Khusniati M, El Islami RAZ. The prospective science teachers’ skills in reconstructing indigenous knowledge of local culture on breast milk using pare (Momordica charantia). Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100193

900.    Mammadov S, Schroeder K. A meta-analytic review of the relationships between autonomy support and positive learning outcomes. Contemp Educ Psychol. 2023;75. doi:10.1016/j.cedpsych.2023.102235

901.    Amorim AN, Jeon L, Abel Y, et al. Escribo play learning games can foster early reading and writing for low-income kindergarten children. Comput Educ. 2022;177. doi:10.1016/j.compedu.2021.104364

902.    Leino RK, Kaqinari T, Makarova E, Döring AK. Connectedness with students as a key factor in online teaching self-efficacy. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100192

903.    Lin L, Zhang H, Dong Y, Lin Z, Ma Y, Wang J. Effects of personalized approach on fourth-grade students’ academic performance in project-based learning. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102570

904.    Niloy AC, Akter S, Sultana J, et al. Can generative AI Be an effective Co-Teacher? An experiment. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100418

905.    Contreras N, Liesa E, Giralt-Romeu M. How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2024.104478

906.    Imbert Romero D, Rebollo C, Cabrera Borges C, Elósegui E, Torres J, Otero L. Formative research in teacher training: A case study carried out in Uruguay. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102345

907.    van Ingen Lauer S, Ariew S. How the questions of prospective teachers evolve when linking research to practice. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103539

908.    Kienitz A, Krebs MC, Eitel A. Level one: Teaching practice – Does playing a digital teaching simulation game foster novice student teachers’ perception and use of theoretical knowledge? Comput Educ. 2025;231. doi:10.1016/j.compedu.2025.105277

909.    Zapata M, Ramos-Galarza C, Valencia-Aragón K, Guachi L. Enhancing mathematics learning with 3D augmented reality escape room. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100389

910.    Sarmiento C, Clifton J, Challen C. Educating future teachers amidst pandemic: A systematic review of teacher educators’ experiences and practices in times of COVID-19. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100517

911.    Peck L, Kavanagh SS. Learning to give feedback to student writers: A systematic review of research on field-based experiences for pre-service writing teachers. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104602

912.    Tran-Duong QH, Do-Hung D. The mediating role of student growth mindset between teacher feedback, peer collaboration, and creative thinking dispositions. Stud Educ Eval. 2025;87. doi:10.1016/j.stueduc.2025.101526

913.    Senden B, Nilsen T, Teig N. The validity of student ratings of teaching quality: Factorial structure, comparability, and the relation to achievement. Stud Educ Eval. 2023;78. doi:10.1016/j.stueduc.2023.101274

914.    Bardone E, Raudsep A, Eradze M. From expectations to generative uncertainties in teaching and learning activities. A case study of a high school English Teacher in the times of Covid19. Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103723

915.    Byrne R, Murphy R, Ward F, McCabe U. Towards a model of playful music learning for primary classrooms: recommendations based on a review of literature. Br J Music Educ. 2024;41(3):242-253. doi:10.1017/S0265051724000123

916.    Yuan R, Ab Jalil H, Omar MK. Adopting strategies of mobile technology for assisted learning performance in higher education in China. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100263

917.    Pi Z, Zhang L, Zhao X, Li X. Peers turning on cameras promotes learning in video conferencing. Comput Educ. 2024;212. doi:10.1016/j.compedu.2023.104986

918.    Admiraal W. Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being. Teach Teach Educ. 2025;162. doi:10.1016/j.tate.2025.105070

919.    Hendriks RA, de Jong PGM, Admiraal WF, Reinders MEJ. Motivation for learning in campus-integrated MOOCs: Self-determined students, grade hunters and teacher trusters. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2023.100158

920.    Li H, Chai CS, Wang X. Promoting pre-service music teachers’ TPACK with generative AI: an intervention through designing with AI. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100525

921.    König J, Santagata R, Scheiner T, Adleff AK, Yang X, Kaiser G. Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educ Res Rev. 2022;36. doi:10.1016/j.edurev.2022.100453

922.    Kong SC, Lai M, Li Y, Dickson Chan TY, Travess Zhang Y. A latent profile analysis of teachers’ knowledge about and perceived usefulness of computational thinking and how teacher profiles relate to student achievement. Comput Educ. 2025;232. doi:10.1016/j.compedu.2025.105281

923.    Hwang GJ, Chen HC, Hsu CY, Hwang GH. Effects of a graphic organizer-based two-tier test approach on students’ learning achievement and behaviors in spherical video-based virtual learning contexts. Comput Educ. 2023;198. doi:10.1016/j.compedu.2023.104757

924.    Wildeman E, Koopman M, Beijaard D. Fostering subject teachers’ integrated language teaching in technical vocational education: Results of a professional development program. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2021.103626

925.    Ma F. Learning behavior analysis and personalized recommendation system of online education platform based on machine learning. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100408

926.    Korthals Altes T, Willemse M, Goei SL, Ehren M. Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review. Educ Res Rev. 2024;43. doi:10.1016/j.edurev.2024.100605

927.    Lawson MJ, Van Deur P, Scott W, et al. The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teach Teach Educ. 2023;125. doi:10.1016/j.tate.2023.104043

928.    Oinas S, Hotulainen R, Koivuhovi S, Brunila K, Vainikainen MP. Remote learning experiences of girls, boys and non-binary students. Comput Educ. 2022;183. doi:10.1016/j.compedu.2022.104499

929.    Ortega-Arranz A, Amarasinghe I, Martínez-Monés A, et al. Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions. Comput Educ. 2024;219. doi:10.1016/j.compedu.2024.105105

930.    Chiang KM, Yin H, Lee I, Chang CH. Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities. Teach Teach Educ. 2024;139. doi:10.1016/j.tate.2023.104431

931.    Bruggeman B, Garone A, Struyven K, Pynoo B, Tondeur J. Exploring university teachers’ online education during COVID-19: Tensions between enthusiasm and stress. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100095

932.    Leahy K, Calderón A, O’Meara N, MacPhail A, O’Flaherty J. Navigating times of change through communities of practice: A focus on teacher educators’ realities and professional learning. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2025.104925

933.    Hong HY, Chen MJ, Chang CH, Tseng LT, Chai CS. AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment. Comput Educ. 2025;229. doi:10.1016/j.compedu.2025.105241

934.    Adarkwah MA. The perceived relationship between self-directed learning, active learning, and critical thinking in using GenAI of adult learners in Ghana: An assessment of Gen Z, Millennials, GenX, and Baby Boomers. Int J Educ Res. 2025;132. doi:10.1016/j.ijer.2025.102636

935.    Lu C, Obenchain K, Zhang Y. Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity. Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104628

936.    Aurava R. Game jams in schools: Teacher views. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.104978

937.    López F, González N, Hutchings R, Delcid G, Raygoza C, López L. Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods. Contemp Educ Psychol. 2022;71. doi:10.1016/j.cedpsych.2022.102119

938.    Grapin SE. “I relate everything in my life to music”: How music pre-service teachers make sense of and envision using English language development standards. Linguist Educ. 2022;71. doi:10.1016/j.linged.2022.101081

939.    Lou NM, Lin Y, Li LMW. The environment is somewhat alike for different adaptive motivations: Machine learning reveals optimal motivational contexts involve collective support of parents, teachers, and peers. Contemp Educ Psychol. 2024;79. doi:10.1016/j.cedpsych.2024.102323

940.    Edwards O V., Taasoobshirazi G. Social presence and teacher involvement: The link with expectancy, task value, and engagement. Internet High Educ. 2022;55. doi:10.1016/j.iheduc.2022.100869

941.    Venegas-Weber P, Betancourt C, Cornell Gonzales G, Thompson J, Varghese M, Li HJ. Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104662

942.    Oudman S, van de Pol J, van Loon M, van Gog T. Primary school teachers’ judgments of their students’ monitoring and regulation skills. Contemp Educ Psychol. 2023;75. doi:10.1016/j.cedpsych.2023.102226

943.    Hebbecker K, Förster N, Forthmann B, Souvignier E. Data-Based Decision-Making in Schools: Examining the Process and Effects of Teacher Support. J Educ Psychol. 2022;114(7):1695-1721. doi:10.1037/edu0000530

944.    Weingarden M. Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105143

945.    Banihashem SK, Noroozi O, den Brok P, Biemans HJA, Kerman NT. Modeling teachers’ and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100803

946.    Liu X. Understanding the development and implementation of teachers’ beliefs of written corrective feedback: A study of two novice transborder teachers in mainland China. Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104519

947.    Peltonen T, Kilpeläinen R. Training of village school teachers in Finland: Multi-grade teaching and inclusion. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102685

948.    Antonietti C, Schmitz ML, Consoli T, Cattaneo A, Gonon P, Petko D. “Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities.” Comput Educ. 2023;192. doi:10.1016/j.compedu.2022.104648

949.    Alp Christ A, Capon-Sieber V, Grob U, Praetorius AK. Learning processes and their mediating role between teaching quality and student achievement: A systematic review. Stud Educ Eval. 2022;75. doi:10.1016/j.stueduc.2022.101209

950.    Wu X. Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103961

951.    Blondeau M, Van Nieuwenhoven C. Learning to use the blackboard during the correction, discussion and recap phase: A challenge for preservice teachers during practicum. Teach Teach Educ. 2025;157. doi:10.1016/j.tate.2025.104940

952.    Zamecnik A, Kovanović V, Joksimović S, Liu L. Exploring non-traditional learner motivations and characteristics in online learning: A learner profile study. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100051

953.    Omidvar S, Meihami H. Exploring the “what” and “how” of opportunities and challenges of AI in EFL teacher education. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100443

954.    Truss A, Anderson V. The navigational challenges of a blended learning approach to teaching in business and management. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2022.100733

955.    Torres AC, Duarte M, Pinto D, Mouraz A. Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101407

956.    Li X, Zhou W, Hwang S, Cai J. Learning to Teach Mathematics Through Problem Posing: Teachers’ Beliefs and Their Instructional Practices. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.102038

957.    Zhou J, Wong JLN. Student teacher learning in school-university partnerships: A systematic review. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102692

958.    Nashaat-Sobhy N, Mestre-Mestre EM, MacDonald P. A review of a decade of scaffolding practices for learning in CLIL science classrooms. J Immers Content-Based Lang Educ. 2025;13(2):216-247. doi:10.1075/jicb.23010.nas

959.    Dyngeland EH, Resaland GK, Mandelid MB. Principals’ perceptions on integrating physically active learning through a continuous professional development programme. Teach Teach Educ. 2025;166. doi:10.1016/j.tate.2025.105193

960.    Collie RJ, Martin AJ, Gasevic D. Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100333

961.    Rangarajan R. Relational pedagogy for inclusion in (in)action: Exploring relational encounters in teaching and learning at a rural small school in India. Int J Educ Res. 2025;132. doi:10.1016/j.ijer.2025.102620

962.    van Haastrecht M, Haas M, Brinkhuis M, Spruit M. Understanding validity criteria in technology-enhanced learning: A systematic literature review. Comput Educ. 2024;220. doi:10.1016/j.compedu.2024.105128

963.    Liu X, Zhong B. A systematic review on how educators teach AI in K-12 education. Educ Res Rev. 2024;45. doi:10.1016/j.edurev.2024.100642

964.    Schnaider K. “The influence of technological designs on teachers’ and students’ meaning-making: Semiotic chains configuring teaching and learning activities”. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2023.100136

965.    Naama E, Lavy S. What it takes to be caring: Resources and benefits of caring teachers in Israel. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103852

966.    den Hertog G, Louws M, van Rijswijk M, van Tartwijk J. How second-career teachers, teacher educators and school actors perceive conditions for beneficial use of previous professional expertise. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105111

967.    Kim Y, Kwon J. Critical global citizenship education for transnational youth: Advancing justice and activism and promoting reciprocal learning. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104269

968.    Cespedes AA. Teachers in transition: A qualitative exploration into the impact of emergency remote teaching on professional development. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2025.102548

969.    Green ZA. Strengths intervention imparted through a blended learning approach to advance personal growth initiative among Pakistan’s university students during COVID-19. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101343

970.    Gelber SM. From Compensation to Accommodation: The History of Learning Disabilities in American Higher Education. Hist Educ Q. 2025;65(1):8-28. doi:10.1017/heq.2024.16

971.    Mim JF, Islam MM, Raza AH. A hybrid MCDM approach for unveiling ChatGPT’s effect on students’ learning. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100457

972.    Peiser G, Pratt A, Putwain D. Student teachers’ views about the university’s research contribution to professional knowledge development. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2022.103647

973.    Rott KJ, Lao L, Petridou E, Schmidt-Hertha B. Needs and requirements for an additional AI qualification during dual vocational training: Results from studies of apprentices and teachers. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100102

974.    Sun J, Anderson RC, Lin TJ, et al. Children’s engagement during collaborative learning and direct instruction through the lens of participant structure. Contemp Educ Psychol. 2022;69. doi:10.1016/j.cedpsych.2022.102061

975.    Williams L, Sembiante SF. Experiential learning in U.S. undergraduate teacher preparation programs: A review of the literature. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2022.103630

976.    Tsai CW, Lin MYC, Cheng YP, et al. The effects of online peer-facilitated learning and distributed pair programming on students’ learning. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104849

977.    Vilhunen E, Vesterinen VM, Äijälä M, et al. Promoting university students’ situational engagement in online learning for climate education. Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2024.100987

978.    Huang Y, Nalipay MJN, Wang H. Profiles of occupational well-being among Chinese teachers: Associations with basic psychological needs satisfaction and teaching quality. Teach Teach Educ. 2024;139. doi:10.1016/j.tate.2023.104461

979.    Lee KW, Tseng YF. Driving the dual learning process of management knowledge: A social cognitive theory perspective. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2024.100940

980.    Sanusi IT, Ayanwale MA, Tolorunleke AE. Investigating pre-service teachers’ artificial intelligence perception from the perspective of planned behavior theory. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100202

981.    Fütterer T, Hoch E, Lachner A, Scheiter K, Stürmer K. High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104788

982.    Hannan B, Eynon R. Widening the Digital Divide: The mediating role of Intelligent Tutoring Systems in the relationship between rurality, socioeducational advantage, and mathematics learning outcomes. Comput Educ. 2025;233. doi:10.1016/j.compedu.2025.105312

983.    Tucholka I, Busse A, Bosse D, Gold B. Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips. Int J Educ Res. 2025;130. doi:10.1016/j.ijer.2025.102539

984.    Siano A, Bertolini A, Conte F, Vollero A. Teaching loss of brand control to engineering entrepreneurship students through analogical mapping. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2023.100899

985.    Wertz REH. Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model. Internet High Educ. 2022;52. doi:10.1016/j.iheduc.2021.100832

986.    Kooloos C, Oolbekkink-Marchand H, Kaenders R, Heckman G. Developing mathematical whole-class discussions: An exploratory study of teachers’ learning paths. Teach Teach Educ. 2023;134. doi:10.1016/j.tate.2023.104257

987.    Mundelsee L, Reschke K. Classroom interactions: The role of students’ gender, classroom subject, and social relations for student hand raising, teacher calls, and student talk time. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102711

988.    Meissel K, Yao ES, Meyer F. Teacher judgment (in)accuracy: Differential relations with student progress in writing. Contemp Educ Psychol. 2022;69. doi:10.1016/j.cedpsych.2022.102067

989.    Swaim JA, Maloni M, Golara S, Veliyath R. It’s not you, It’s me: Can others learn from the challenges of teaching operations and supply chain management? Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100656

990.    De Smet C. A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101388

991.    Nawas A, Darmawan IGN, Maadad N. Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia. Teach Teach Educ. 2025;162. doi:10.1016/j.tate.2025.105069

992.    Cai H, Han B, Sun J, Li X, Wong LH. Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers’ lesson planning skills. Internet High Educ. 2025;67. doi:10.1016/j.iheduc.2025.101022

993.    Wolf S, Aurino E, Suntheimer NM, et al. Remote learning engagement and learning outcomes during school closures in Ghana. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.102055

994.    Fang J, Pechenkina E, Rayner GM, Chase AM. Educators’ experiences in engaging and supporting business undergraduate students in an emergency remote teaching environment: Insights for enhanced teaching practises. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101051

995.    Al Shloul T, Mazhar T, Abbas Q, et al. Role of activity-based learning and ChatGPT on students’ performance in education. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100219

996.    Bishop G, Johnston A, Hemmings M. Jazzing up the classroom: Reflections on developing a critical pedagogy in M level teaching. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100644

997.    Li T, Zhan Z, Ji Y, Li T. Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory. Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2025.101003

998.    Velamazán M, Santos P, Hernández-Leo D, Vicent L. User anonymity versus identification in computer-supported collaborative learning: Comparing learners’ preferences and behaviors. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104848

999.    Lazcano C, Galilea S, Wenderoth S, Rojas A, Ortúzar MS. Exploring teacher job satisfaction in five Latin American countries: A Multi-level analysis using TALIS 2018. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100516

1000.  Ceallaigh TJÓ. Designing, navigating and nurturing virtual learning spaces: Teacher educators’ professional development priorities and potential pathways. Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103697

1001.  Møller-Skau M, Lindstøl F. Arts-based teaching and learning in teacher education: “Crystallising” student teachers’ learning outcomes through a systematic literature review. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103545

1002.  Bergdahl N. Engagement and disengagement in online learning. Comput Educ. 2022;188. doi:10.1016/j.compedu.2022.104561

1003.  Jaspers WM, Prins F, Meijer PC, Mainhard T, Wubbels T. Mentor teachers’ intended intervening during student teachers’ lessons: A vignette study in Dutch primary education. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2021.103342

1004.  Li N, Lau KL. A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction. Internet High Educ. 2025;66. doi:10.1016/j.iheduc.2025.101012

1005.  Sibley L, Lachner A, Plicht C, et al. Feasibility of adaptive teaching with technology: Which implementation conditions matter? Comput Educ. 2024;219. doi:10.1016/j.compedu.2024.105108

1006.  Otero K, Gao S, Zygouris-Coe V, Nutta J. Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivETM virtual classroom. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104794

1007.  Rushby J V., Klassen RM, Durksen TL, Pfaffel A, Bardach L. Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy. Teach Teach Educ. 2025;154. doi:10.1016/j.tate.2024.104859

1008.  Brocca N. Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104427

1009.  Charalambous CY, Sergiou S, Georgiou GK. Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102755

1010.  González M de los ÁG, Ferreiro AL. Web-assisted instruction for teaching and learning EFL phonetics to Spanish learners: Effectiveness, perceptions and challenges. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100214

1011.  Tomej K, Liburd J, Blichfeldt BS, Hjalager AM. Blended and (not so) splendid teaching and learning: Higher education insights from university teachers during the Covid-19 pandemic☆. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100144

1012.  Youngs P, Elreda LM, Anagnostopoulos D, Cohen J, Drake C, Konstantopoulos S. The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices. Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103576

1013.  Anders AD, Dux Speltz E. Developing generative AI literacies through self-regulated learning: A human-centered approach. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100482

1014.  Liu P. Understanding the roles of expert teacher workshops in building teachers’ capacity in Shanghai turnaround primary schools: A Teacher’s perspective. Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103574

1015.  Surahman E, Wang TH. In-service STEM teachers professional development programmes: A systematic literature review 2018–2022. Teach Teach Educ. 2023;135. doi:10.1016/j.tate.2023.104326

1016.  Gotwalt ES. Putting the purpose in practice: Practice-based pedagogies for supporting teachers’ pedagogical reasoning. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103975

1017.  Ugwuanyi C, Solabarrieta Eizaguirre J, Maiztegui Oñate C. Analysis of teachers’ self-perception in an accelerated learning program in Northeast Nigeria. Teach Teach Educ. 2025;162. doi:10.1016/j.tate.2025.105084

1018.  Blannin J, Wood C, Stubbs P, Hattie J. Informing professional learning interventions with evidence-based analysis of student feedback: Implications for software use and learning clarity. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100211

1019.  Ma L, Li B, Liu J. Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102581

1020.  Ervits I. Teaching research methods in a business school: Reflections of an instructor on students’ difficulties. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101246

1021.  Liu Y, Xu G, Yuan S, Zhou C, Wang C. Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101423

1022.  Marschall G. Teacher self-efficacy sources during secondary mathematics initial teacher education. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104203

1023.  Dean SN, Griffin S, Prater Looper C. Cultivating teacher joy: Insights from outdoor learning experiences. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105260

1024.  Liu Y, Li X, Ma S, Li M. A chain mediation model of entrepreneurial teachers’ experience and teaching competency —— evidence from China. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2024.100946

1025.  Aulakh K, Roul RK, Kaushal M. E-learning enhancement through educational data mining with Covid-19 outbreak period in backdrop: A review. Int J Educ Dev. 2023;101. doi:10.1016/j.ijedudev.2023.102814

1026.  Wang X, Niu J, Fang B, Han G, He J. Empowering teachers’ professional development with LLMs: An empirical study of developing teachers’ competency for instructional design in blended learning. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105091

1027.  Devaney K. Investigating how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices. Br J Music Educ. 2023;40(1):3-19. doi:10.1017/S0265051722000134

1028.  Rizvi S, Waite J, Sentance S. Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100145

1029.  Ma M, Ng DTK, Liu Z, Lin J, Wong GKW. Why don’t teachers teach AI ethics? Understanding teachers’ beliefs and intentions in Chinese AI curriculum implementation through the theory of planned behaviour. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100518

1030.  Avci H, Lunn SJ, Hazari Z. Exploring STEM educators’ perspectives on the integration of AI-enabled technologies in teaching and learning. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100304

1031.  Lee AVY, Teo CL, Tan SC. Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100147

1032.  Viesca KM, Teemant A, Alisaari J, et al. Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries. Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103649

1033.  Ramey KE, Stevens R. Dilemmas experienced by teachers in adapting to the role of facilitator in the STEAM classroom. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104271

1034.  Bradley-Dorsey M, Beck D, Maranto R, Tran B, Clark T, Liu F. Is cyber like in-person? Relationships between student-student, student-teacher interaction and student achievement in cyber schools. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100101

1035.  Woods PJ, Copur-Gencturk Y. Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104415

1036.  Carpenter JP, Morrison SA, Shelton CC, Clark N, Patel S, Toma-Harrold D. How and why educators use TikTok: Come for the fun, stay for the learning? Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104530

1037.  Zhang Y, Chen H, Pi Z, Yang J. Interactive equality in peer assessment: The impacts on preservice teachers’ technology-enhanced learning design and feedback uptake. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104408

1038.  Gao Y. Deep learning-based strategies for evaluating and enhancing university teaching quality. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100362

1039.  Fernández JG, Martínez-Molina A, Vadillo MA, Ferrero M. Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105132

1040.  Borgonovi F, Pokropek M, Pokropek A. Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents. Comput Educ. 2023;200. doi:10.1016/j.compedu.2023.104807

1041.  Collie RJ, Mansfield CF. Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103759

1042.  Kwok MLJ, Kwong R, Wong M. How to facilitate motivational regulation strategies: Perspectives on teacher humility and teacher-student relationship. Comput Educ. 2022;191. doi:10.1016/j.compedu.2022.104645

1043.  Sikström P, Valentini C, Sivunen A, Kärkkäinen T. Pedagogical agents communicating and scaffolding students’ learning: High school teachers’ and students’ perspectives. Comput Educ. 2024;222. doi:10.1016/j.compedu.2024.105140

1044.  Cox S, Phipps A. An ecological, multilingual approach to language learning with newly reunited refugee families in Scotland. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.101967

1045.  Gillies RM. Dialogic teaching in a Year 5 classroom during cooperative inquiry-based science. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100290

1046.  Puustinen M, Säntti J, Simola H. Five decades of persistent decontextualisation of academic teacher education in Finland. Int J Educ Res. 2022;116. doi:10.1016/j.ijer.2022.102053

1047.  Hu Y, Tang Y, Wang C. Learning and teaching strategies as related to language arts in China: A heterogeneity study. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101334

1048.  Mujtaba SJ, Kigobe J, Van Leeuwen K. Parental involvement in primary schools in Tanzania: Effects of a pre- and in-service teacher training. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2023.104459

1049.  Yilmaz-Na E, Sönmez E. Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship. Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104683

1050.  Slakmon B. Effects of dialogic education on sensemaking: Changes in teachers’ narrative structure. Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103748

1051.  Zhang J, Huang Y, Wu F, Kan W, Zhu X. Scaling up online professional development through institution-initiated blended learning programs in higher education. Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2024.100988

1052.  Liu CL, Lai CL. An exploration of instructional behaviors of a teacher in a mobile learning context. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103954

1053.  Ung LL, Labadin J, Mohamad FS. Computational thinking for teachers: Development of a localised E-learning system. Comput Educ. 2022;177. doi:10.1016/j.compedu.2021.104379

1054.  Lonergan R, Cumming TM, O’Neill SC. Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning. Int J Educ Res. 2022;112. doi:10.1016/j.ijer.2022.101945

1055.  CARVALHO AR, SANTOS C. Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2021.100070

1056.  Huang TC, Chen CH, Tseng CY. Exploring learning effectiveness of integrating mixed reality in educational settings: A systematic review and meta-analysis. Comput Educ. 2025;234. doi:10.1016/j.compedu.2025.105327

1057.  Drew SV, Liu Y, Nicoll-Senft J. Examining the relationship between special education teacher (SET) retention and resilience: An extended framework. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2024.104917

1058.  Liu M. Learning goal orientation, social capital, and entrepreneurial intentions: A multigroup analysis within entrepreneurship programs. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101043

1059.  Chauncey SA, McKenna HP. A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100182

1060.  Meidl C, Vanorsdale C, Mahony K, Ritter J. Examining how power is used in instructor feedback to preservice teachers to encourage asset-based thinking. Teach Teach Educ. 2023;123. doi:10.1016/j.tate.2022.104007

1061.  López-Carril S, Watanabe NM, Anagnostopoulos C, González-Serrano MH. Learning by pinning: Introducing Pinterest in sport management education. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101187

1062.  Zhou N, Tigelaar DEH, Admiraal W. Vocational teachers’ professional learning: A systematic literature review of the past decade. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103856

1063.  Deng R, Jiang M, Yu X, Lu Y, Liu S. Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105224

1064.  Meier J, Spliethoff L, Hesse P, Abele S, Renkl A, Glogger-Frey I. Promoting car mechatronics apprentices’ diagnostic strategy with modeling examples: Development and evaluation of a simulation-based learning environment. Stud Educ Eval. 2022;72. doi:10.1016/j.stueduc.2021.101117

1065.  Tejada J, Murillo A, Mateu-Luján B. ‘It blew my mind’. Creating spaces for integrating creativity, electroacoustic music and digital competencies for student teachers. Br J Music Educ. 2024;41(2):182-194. doi:10.1017/S0265051723000384

1066.  Ho WWY, Lau YHY. Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model. Teach Teach Educ. 2025;157. doi:10.1016/j.tate.2025.104947

1067.  Cohen E, Novis-Deutsch N, Kashi S, Alexander H. Interdisciplinary teaching and learning at the K-12 level in the humanities, arts, and social sciences: A scoping review. Educ Res Rev. 2024;44. doi:10.1016/j.edurev.2024.100617

1068.  Vu K, Dao V, DeJaeghere J, Glewwe P. Collaborative learning in the Vietnam Escuela Nueva Model and students’ learning behaviors: A mixed methods longitudinal study. Int J Educ Dev. 2024;106. doi:10.1016/j.ijedudev.2024.103017

1069.  Lynch R, Motha S. Epistemological entanglements: Decolonizing understandings of identity and knowledge in English language teaching. Int J Educ Res. 2023;118. doi:10.1016/j.ijer.2022.102118

1070.  Weddle H. Approaches to studying teacher collaboration for instructional improvement: A review of literature. Educ Res Rev. 2022;35. doi:10.1016/j.edurev.2021.100415

1071.  Johnson E, Keane K. Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers. Teach Teach Educ. 2023;125. doi:10.1016/j.tate.2023.104037

1072.  Mydin AA, Xia Y, Long Y. Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104715

1073.  Nelson MJ, Voithofer R. Coursework, field experiences, and the technology beliefs and practices of preservice teachers. Comput Educ. 2022;186. doi:10.1016/j.compedu.2022.104547

1074.  Wei W. Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners. Stud Educ Eval. 2023;78. doi:10.1016/j.stueduc.2023.101264

1075.  Shin J, Balyan R, Banawan MP, Arner T, Leite WL, McNamara DS. Pedagogical discourse markers in online algebra learning: Unraveling instructor’s communication using natural language processing. Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104897

1076.  Solan D, Shtub A. Development and implementation of a new product development course combining experiential learning, simulation, and a flipped classroom in remote learning. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100787

1077.  Deitcher DB, Barkai YR, Aram D. Pre-service special education teachers’ shared book-reading discourse: Evaluating explicit and implicit attitudes towards children with disabilities. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104899

1078.  Benedict-Chambers A, Bolyard C, Belue A. Anti-deficit framing and preservice teacher noticing for equity throughout a teacher education program. Teach Teach Educ. 2025;160. doi:10.1016/j.tate.2025.105007

1079.  Alzahrani A. A systematic review of the use of information communication technology, including augmented reality, in the teaching of science to preschool children. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100453

1080.  Abakah E. Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2023.100242

1081.  van der Linden S, Papadopoulos PM, Nieveen N, McKenney S. ReflAct: Formative assessment for teacher reflection in video-coaching settings. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104843

1082.  Arslan S, Curle S. Institutionalising English as a foreign language teachers for global sustainability: Perceptions of education for sustainable development in Turkey. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102353

1083.  Wang C, Hu X. Teacher online professional learning: A systematic literature review. Educ Res Rev. 2025;49. doi:10.1016/j.edurev.2025.100727

1084.  Le C, Phan ANQ. Understanding social-emotional learning needs of US teacher residents: A university supervisor’s autoethnography in an urban teacher residency program. Teach Teach Educ. 2025;166. doi:10.1016/j.tate.2025.105175

1085.  Kadluba A, Reinhold F, Obersteiner A. How do teachers use digital technology in classrooms? Characterizing mathematics teachers’ teaching practices. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100310

1086.  Bakker C, de Glopper K, de Vries S. Noticing as reasoning in Lesson Study teams in initial teacher education. Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103656

1087.  Namaziandost E, Çakmak F. Impact of AI-generated storytelling vs. gamified learning on vocabulary retention and engagement in CALL environments. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100505

1088.  Mononen M, Havu-Nuutinen S, Haring M. Student teachers’ experiences in teaching practice using team teaching in flexible learning space. Teach Teach Educ. 2023;125. doi:10.1016/j.tate.2023.104069

1089.  Wang L, Luedtke L, Malet R, Malinen OP. Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104914

1090.  Bogaers IEWM, Grijpma JW, Camphuijsen MK, de la Croix A, van der Veen C. Different voices of silence: a Q methodology study of teachers’ perceptions on silence in the classroom. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105136

1091.  McGrew S, Byrne VL. Conversations after lateral reading: Supporting teachers to focus on process, not content. Comput Educ. 2022;185. doi:10.1016/j.compedu.2022.104519

1092.  Huang C, Tu Y, Wang Q, Li M, He T, Zhang D. How does social support detected automatically in discussion forums relate to online learning burnout? The moderating role of students’ self-regulated learning. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105213

1093.  Vo NNY, Vu QT, Vu NH, Vu TA, Mach BD, Xu G. Domain-specific NLP system to support learning path and curriculum design at tech universities. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2021.100042

1094.  Walsh K, L’Estrange L, Smith R, Burr T, Williams KE. Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators. Educ Res Rev. 2024;45. doi:10.1016/j.edurev.2024.100644

1095.  Liu CH, Horng JS, Chou SF, et al. Explore links among marketing knowledge, data literacy, skill improvement, and learning attitude in STEAM application for hospitality and tourism education. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2023.100919

1096.  Chen LH. Moving Forward: International Students’ Perspectives of Online Learning Experience During the Pandemic. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100276

1097.  Huang C, Tu Y, Han Z, Jiang F, Wu F, Jiang Y. Examining the relationship between peer feedback classified by deep learning and online learning burnout. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104910

1098.  Otto T. Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis. Comput Educ. 2025;234. doi:10.1016/j.compedu.2025.105330

1099.  Larsson K, Björk-Willén P, Haraldsson K, Hansson K. Teachers’ use of sign-supported speech in interaction with multilingual children in Swedish preschools. Linguist Educ. 2025;87. doi:10.1016/j.linged.2025.101398

1100.  Nguyen MXNC, Dao P, Iwashita N, Spinelli F. Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks. Teach Teach Educ. 2023;129. doi:10.1016/j.tate.2023.104151

1101.  Fütterer T, Scheiter K, Cheng X, Stürmer K. Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms. Contemp Educ Psychol. 2022;69. doi:10.1016/j.cedpsych.2022.102042

1102.  Kong SC, Hou C. Predictive capability of foundational concepts tests for problem-solving using machine learning concepts: Evaluating project-based learning courses in artificial intelligence literacy education. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100503

1103.  Chan CKY, Tsi LHY. Will generative AI replace teachers in higher education? A study of teacher and student perceptions. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101395

1104.  Pupik Dean CG, Grossman P, Enumah L, Herrmann Z, Kavanagh SS. Core practices for project-based learning: Learning from experienced practitioners in the United States. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104275

1105.  Compagnoni M, Rechsteiner B, Gotsch F, Grob U, Wullschleger A, Maag Merki K. Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104771

1106.  Mompoint-Gaillard P, Ragnarsdóttir G, Jónasson JT. The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103751

1107.  Ramadevi J, Sushama C, Balaji K, Talasila V, Sindhwani N, Mukti. AI enabled value-oriented collaborative learning: Centre for innovative education. J High Technol Manag Res. 2023;34(2). doi:10.1016/j.hitech.2023.100478

1108.  Wen X, Zhang Q, Wang S, Liu X, Xu W. Mindfulness and academic burnout among chinese elementary school students: The mediating role of perceived teacher support. Teach Teach Educ. 2023;123. doi:10.1016/j.tate.2022.103991

1109.  Holloway SM, Xu S, Ma S. Chinese and Canadian preservice teachers in face-to-face dialogues: Situating teaching in cultural practices for West-East Reciprocal Learning. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103930

1110.  Schulz A, Voermanek J. How do help-seeking and help-abuse affect learning achievement in an interactive learning environment? Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100247

1111.  Lin XF, Luo G, Luo S, et al. Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104661

1112.  Zhang C, Wang Z, Fang Z, Xiao X. Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105062

1113.  Song Y, Wang J, Chen Y, Zhang J, Xu C. Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development: Impact on teachers’ self-efficacy and practical competencies of dialogic pedagogy. Comput Educ. 2025;238. doi:10.1016/j.compedu.2025.105390

1114.  Mendoza NB, Yan Z, King RB. Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104663

1115.  Costes-Onishi P, Kwek D. Technical skills vs meaning-making: Teacher competencies and strength of inquiry-based learning in aesthetic inquiry. Teach Teach Educ. 2023;130. doi:10.1016/j.tate.2023.104152

1116.  Huang B, Siu-Yung Jong M, Tu YF, Hwang GJ, Chai CS, Yi-Chao Jiang M. Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Comput Educ. 2022;189. doi:10.1016/j.compedu.2022.104577

1117.  Santos NN, Pipa J, Vera Monteiro. Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103939

1118.  Li M, Chen YT, Huang CQ, Hwang GJ, Cukurova M. From motivational experience to creative writing: A motivational AR-based learning approach to promoting Chinese writing performance and positive writing behaviours. Comput Educ. 2023;202. doi:10.1016/j.compedu.2023.104844

1119.  Larios RJ, Zetlin A. Challenges to preparing teachers to instruct all students in inclusive classrooms. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103945

1120.  Poling D V., Van Loan CL, Garwood JD, Zhang S, Riddle D. Enhancing teacher-student relationship quality: A narrative review of school-based interventions. Educ Res Rev. 2022;37. doi:10.1016/j.edurev.2022.100459

1121.  Ribosa J, Duran D. Students’ feelings of social presence when creating learning-by-teaching educational videos for a potential audience. Int J Educ Res. 2023;117. doi:10.1016/j.ijer.2022.102128

1122.  Lefebvre J, Lefebvre H, Gauvin-Lepage J, Gosselin R, Lecocq D. Reflection on teaching action and student learning. Teach Teach Educ. 2023;134. doi:10.1016/j.tate.2023.104305

1123.  Deng R, Benckendorff P, Gao Y. Limited usefulness of learning style instruments in advancing teaching and learning. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100686

1124.  Schweder S, Hagenauer G, Grahl L, Raufelder D. Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.105001

1125.  Alas E, Ljalikova A, Jung M. CLIL teacher beliefs as they emerge working in tandem. J Immers Content-Based Lang Educ. 2023;11(2):229-254. doi:10.1075/jicb.22001.ala

1126.  Sidi Y, Shamir-Inbal T, Eshet-Alkalai Y. From face-to-face to online: Teachers’ perceived experiences in online distance teaching during the Covid-19 pandemic. Comput Educ. 2023;201. doi:10.1016/j.compedu.2023.104831

1127.  Rudmann O, Batruch A, Visintin EP, et al. Cooperative Learning Reduces the Gender Gap in Perceived Social Competences: A Large-Scale Nationwide Longitudinal Experiment. J Educ Psychol. 2024;116(6):903-920. doi:10.1037/edu0000870

1128.  Burner KJ, Dennen VP, Jian S. Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies. Internet High Educ. 2025;64. doi:10.1016/j.iheduc.2024.100977

1129.  Haneberg DH, Aaboen L, Williams Middleton K. Teaching and facilitating action-based entrepreneurship education: Addressing challenges towards a research agenda. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100711

1130.  Grecu YV. Differentiated instruction: Curriculum and resources provide a roadmap to help English teachers meet students’ needs. Teach Teach Educ. 2023;125. doi:10.1016/j.tate.2023.104064

1131.  Mustafaa FN, Guzman L, Moua C, Coleman CW, Patterson Williams A. On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs. Teach Teach Educ. 2025;154. doi:10.1016/j.tate.2024.104840

1132.  Farrokhnia M, Taghizade A, Ahmadi R, Papadopoulos PM, Noroozi O. Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning. Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2025.100992

1133.  Fahrni DDD, Iten G, Prasse D, Hascher T. Teachers’ practices in the use of digital technology to promote students’ self-regulated learning and metacognition: A systematic review. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105150

1134.  Kabilan MK, Annamalai N. Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges. Stud Educ Eval. 2022;74. doi:10.1016/j.stueduc.2022.101182

1135.  De Backer L, Schelfhout W, Simons M, Vandervieren E. Student teachers’ peer team teaching experiences from a quantitative perspective: Perceptions, profiles and transition probabilities. Teach Teach Educ. 2023;135. doi:10.1016/j.tate.2023.104361

1136.  Yorkovsky Y, Levenberg I. Distance learning in science and mathematics - Advantages and disadvantages based on pre-service teachers’ experience. Teach Teach Educ. 2022;120. doi:10.1016/j.tate.2022.103883

1137.  Al-khresheh MH. Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100218

1138.  Bressane A, Zwirn D, Essiptchouk A, et al. Understanding the role of study strategies and learning disabilities on student academic performance to enhance educational approaches: A proposal using artificial intelligence. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2023.100196

1139.  Coleman H, Boit R, Butterworth L, et al. Effective teaching strategies: Pre-service teachers’ experiences in team taught courses in an interdisciplinary Early Childhood teacher education program. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103937

1140.  Tan CY, Jang ST, Lam SM, An AQ, Lo UKV. Teaching and learning challenges due to the COVID-19 pandemic: A systematic review. Educ Res Rev. 2025;47. doi:10.1016/j.edurev.2025.100667

1141.  López-Carril S, Alguacil M, Anagnostopoulos C. LinkedIn in sport management education: Developing the students’ professional profile boosting the teaching-learning process. Int J Manag Educ. 2022;20(1). doi:10.1016/j.ijme.2022.100611

1142.  Tamimy M, Rashidi N, Koh JHL. The use of cooperative learning in English as foreign language classes: The prevalence, fidelity, and challenges. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103915

1143.  Zhang N, ke F, Dai CP, et al. Enhancing responsive teaching through in-the-moment interpretations of student resources: A study in AI-supported virtual simulation. Comput Educ. 2025;239. doi:10.1016/j.compedu.2025.105449

1144.  Shi Z, Qu Y, Wang Q. Homework for learning and fun: Quality of mothers’ homework involvement and longitudinal implications for children’s academic and emotional functioning. Contemp Educ Psychol. 2024;77. doi:10.1016/j.cedpsych.2024.102257

1145.  Hinojosa DM. Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103582

1146.  Chan NN, Bailey RP, Tan MHJ, et al. Generative artificial intelligence in a VUCA world: the ‘Lived Experiences’ of Southeast Asian teachers’ use of AI in higher education. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102733

1147.  Mouza C, Codding D, Pollock L. Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Comput Educ. 2022;186. doi:10.1016/j.compedu.2022.104530

1148.  Le Fanu G, Kawane M, Tesni S. Inclusion into what? Education provision for students with disabilities and additional learning needs in Papua New Guinea. Int J Educ Dev. 2025;113. doi:10.1016/j.ijedudev.2025.103216

1149.  Gilbert W, Guay F, Morin AJS. Can teachers’ need-supportive practices moderate the big-fish-little-pond effect? A quasi-experimental study with elementary school children. Contemp Educ Psychol. 2022;69. doi:10.1016/j.cedpsych.2022.102060

1150.  Putrama IM, Martinek P. Integrating platforms through content-based graph representation learning. Int J Inf Manag Data Insights. 2023;3(2). doi:10.1016/j.jjimei.2023.100200

1151.  Yeflach-Wishkerman V. Perceptions of pre-service teachers while developing a virtual educational escape room (VEER) using online collaborative learning. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102348

1152.  Moran E, Sloan S, Walsh E, Taylor L. Exploring restorative practices: Teachers’ experiences with early adolescents. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2024.100323

1153.  Schweisfurth M. Disaster didacticism: Pedagogical interventions and the ‘learning crisis.’ Int J Educ Dev. 2023;96. doi:10.1016/j.ijedudev.2022.102707

1154.  Sang Y. Uncovering language socialization mechanisms in language teacher identity formation: An ethnographic study in a Chinese culture class. Linguist Educ. 2023;73. doi:10.1016/j.linged.2022.101138

1155.  von Gillern S, Olsen A, Nash B, Stufft C. An examination of teachers’ views on video games and learning: Establishing the Games and Literacy Education (GALE) scale. Comput Educ. 2024;223. doi:10.1016/j.compedu.2024.105155

1156.  Cheng H, Yang H, Sun Y. Balancing positive and negative: A dialectical understanding of Chinese older adults toward online learning. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102616

1157.  Ke L, Friedrichsen P, Rawson R, Sadler TD. Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103957

1158.  Koller K. Integrating exploration as a learning context impacts feelings of empowerment and engagement. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100374

1159.  Huang L, Liang M, Xiong Y, Wu X, Lim CP. A systematic review of technology-enabled teacher professional development during COVID -19 pandemic. Comput Educ. 2024;223. doi:10.1016/j.compedu.2024.105168

1160.  Björk C, Granfors M, Ruthmann SA. Learning music theorising through inspiration and curiosity. Insights from emergent lesson design in an upper secondary school in Finland. Br J Music Educ. 2024;41(1):3-19. doi:10.1017/S0265051723000207

1161.  Navío-Marco J, Sánchez-Figueroa C, Galán A. Business internships for bachelor’s degrees at blended learning universities: A pilot study to assess the transition from hybrid studies to the workplace. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100821

1162.  Pavlou V, Burke K. Understanding technology acceptance towards online creative arts learning in teacher education. Teach Teach Educ. 2025;162. doi:10.1016/j.tate.2025.105085

1163.  Jeon J, Lee S, Choe H. Enhancing EFL pre-service teachers’ affordance noticing and utilizating with the Synthesis of Qualitative Evidence strategies: An exploratory study of a customizable virtual environment platform. Comput Educ. 2022;190. doi:10.1016/j.compedu.2022.104620

1164.  Kahmann R, Droop M, Lazonder AW. Dutch elementary school teachers’ differentiation practices during Science and Technology lessons. Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104626

1165.  da Silva GC, Rodrigues RL, Amorim AN, Mello RF, Neto JRO. Game learning analytics can unpack Escribo play effects in preschool early reading and writing. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2021.100066

1166.  Mutch-Jones K, Hicks J, Sorge B. Elementary science professional development to impact learning across the curriculum. Teach Teach Educ. 2022;112. doi:10.1016/j.tate.2021.103625

1167.  Santilli T, Ceccacci S, Mengoni M, Giaconi C. Virtual vs. traditional learning in higher education: A systematic review of comparative studies. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105214

1168.  Hernández-Ocampo SP, Chala-Bejarano PA, Rodríguez-Uribe M. Pre-service english teachers’ perceptions of language assessment in a colombian language teacher education program. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100405

1169.  Grammens M, Voet M, Vanderlinde R, Declercq L, De Wever B. A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology. Educ Res Rev. 2022;37. doi:10.1016/j.edurev.2022.100461

1170.  Emam MM, Al-Balushi S, Hemdan A, Al Naabi SMS. Student satisfaction with teacher preparation program completers in Oman: A multilevel analysis. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105107

1171.  Tschönhens F, Backfisch I, Fütterer T, Lachner A. TPACK in action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100219

1172.  Pei B, Lu J, Jing X. Empowering preservice teachers’ AI literacy: Current understanding, influential factors, and strategies for improvement. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100406

1173.  Wei X, Wang L, Koszalka TA, Lee LK, Liu R. Enhancing pre-service teachers’ reflective thinking skills through generative AI-assisted digital storytelling creation: A three-dimensional framework analysis. Comput Educ. 2025;235. doi:10.1016/j.compedu.2025.105356

1174.  Abdulkerim S, Nasır A, Parkinson T, Marais D, Altaha R, Shaban F. Enhancing higher education teaching and learning in northern Syria: Academic development needs of teaching staff at free Aleppo and Sham universities. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100143

1175.  González-Weil C, Fernández Araneda F, Reyes-Espejo MI. “This makes me feel good”: Professional learning communities as a space for interpersonal emotion regulation among science teachers. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102829

1176.  Shin H. Decolonizing indigenous-newcomer relations in the teaching of English in education. Int J Educ Res. 2022;116. doi:10.1016/j.ijer.2022.102091

1177.  Lee D, Arnold M, Srivastava A, et al. The impact of generative AI on higher education learning and teaching: A study of educators’ perspectives. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100221

1178.  Shao Y, Liu Q, Dong Y, Liu J. Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101376

1179.  Hilal YY, Akar B. School leaders and teachers’ agency: Atypical stories from a compounded crises context. Int J Educ Res. 2023;121. doi:10.1016/j.ijer.2023.102226

1180.  Metreveli A, Chen X, Hedman A, Sergeeva A. “Who will be left behind?”: A Swedish case of learning AI in vocational education. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102697

1181.  Agger CA, Morton TR, McCoy WN, Miles ML, Lim HS. An Exploration of Black Girls’ Science Motivation and Teacher- and School-Related Beliefs: A QuantCrit Approach Utilizing Situated Expectancy-Value Theory and Critical Race Feminism. J Educ Psychol. 2025;117(8):1197-1219. doi:10.1037/edu0000974

1182.  Chen J, Lin CH, Chen G. Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach. Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104883

1183.  Burbage AK, Gesing P, Ashley D. Protocol for applying the Learning Environment Diversity, Equity, and Inclusion tool to asynchronous health professions courses. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100277

1184.  Turner M, Nguyen MH, Premier J. Embedding a multilingual stance in secondary teacher education: An exploration of learning as an affordance. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103608

1185.  Teo T, Khazaie S, Derakhshan A. Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Comput Educ. 2022;179. doi:10.1016/j.compedu.2021.104406

1186.  Ruan S, Lu K. Adaptive deep reinforcement learning for personalized learning pathways: A multimodal data-driven approach with real-time feedback optimization. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100463

1187.  Zou W, Purington Drake A, Masur PK, Whitlock J, Bazarova NN. Examining learners’ engagement patterns and knowledge outcome in an experiential learning intervention for youth’s social media literacy. Comput Educ. 2024;216. doi:10.1016/j.compedu.2024.105046

1188.  Rossouw M, Steenkamp G. Developing the critical thinking skills of first year accounting students with an active learning intervention. Int J Manag Educ. 2025;23(1). doi:10.1016/j.ijme.2024.101086

1189.  Yeo WT, Tan AL, Jamaludin A. ‘I feel like I’m fighting fire’: Teaching the young and educationally disadvantaged. Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103665

1190.  Elkomy MM, Elkhaial NH. The lesson study approach to professional development: Promoting teachers’ peer mentoring and communities of practice and students’ learning in Egypt. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103538

1191.  Cao L, Hennessy S, Wegerif R. Thinking fast, slow, and ahead: Enhancing in-service teacher contingent responsiveness in science discussion with mixed-reality simulation. Comput Educ. 2025;237. doi:10.1016/j.compedu.2025.105389

1192.  Su J, Zhong Y, Ng DTK. A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100065

1193.  Jones BD, Topuz K, Sahbaz S. Predicting undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101353

1194.  Huang R, Siraj I, Melhuish E. Promoting Effective Teaching and Learning Through a Professional Development Program: A Randomized Controlled Trial. J Educ Psychol. 2024;116(8):1352-1367. doi:10.1037/edu0000851

1195.  Lin Z. Inspiring equity and pedagogical engagement with translanguaging workshops as professional development for student teachers: A participatory action research. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102778

1196.  Amanova C, Brynteson K. Activities with tadpoles, rockets, and many more: How do teachers reflect on integrating STEM into their Classroom? Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102591

1197.  Li J, Bai B. Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers. Comput Educ. 2025;232. doi:10.1016/j.compedu.2025.105295

1198.  Imran R, Fatima A, Elbayoumi Salem I, Allil K. Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100805

1199.  Kajiwara Y, Matsuoka A, Shinbo F. Machine learning role playing game: Instructional design of AI education for age-appropriate in K-12 and beyond. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100162

1200.  Pyle A, DeLuca C, Wickstrom H, Danniels E. Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103855

1201.  Hadar LL, Baharav H. University-school partnership in education as a context for teacher professional development. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102693

1202.  Bakoush M. Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100690

1203.  Lu H, Wang Y. The effects of different interventions on self-regulated learning of pre-service teachers in a blended academic course. Comput Educ. 2022;180. doi:10.1016/j.compedu.2022.104444

1204.  Bjork C, Susanti D. Can community participation leverage changes in teacher behavior? Evidence from remote areas of Indonesia. Int J Educ Dev. 2023;102. doi:10.1016/j.ijedudev.2023.102840

1205.  Zhang X, Chen Y, Hu L, Bao Y, Tu YF, Hwang GJ. A metaphor-based robot programming approach to facilitating young children’s computational thinking and positive learning behaviors. Comput Educ. 2024;215. doi:10.1016/j.compedu.2024.105039

1206.  Tai KWH, Zuo M. The development of an ESL teacher’s ability in constructing a virtual translanguaging space in synchronous online language tutorials. Linguist Educ. 2024;83. doi:10.1016/j.linged.2024.101311

1207.  Zhang LX, Leung BW. Defining music demonstration lessons: a unique performance-based lesson type improving teachers’ instructional skills in Chinese mainland education. Br J Music Educ. 2025;42(1):65-79. doi:10.1017/S0265051724000214

1208.  Collie RJ, Martin AJ. Teachers’ motivation and engagement to harness generative AI for teaching and learning: The role of contextual, occupational, and background factors. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100224

1209.  Wang XM, Yu XH, Yu D dan, Hwang GJ, Lan M. Does combining real and virtual experiments improve learning achievement in physics? Evidence from a meta-analysis (2001–2021). Educ Res Rev. 2025;46. doi:10.1016/j.edurev.2024.100661

1210.  Yan Y, Zuo M, Luo H. Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom. Comput Educ. 2024;222. doi:10.1016/j.compedu.2024.105153

1211.  Gibbons LK, Nieman HJ. Examining the facilitation of generative teacher workgroup conversations. Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104524

1212.  Matsuo R, Arakaki T. Implementing a teacher training program for childcare providers with an awareness of the protection of children’s human rights. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100189

1213.  Silva-Didier L, Schildkamp K, Visscher AJ, Bosker RJ. Improving teachers’ beliefs about using student feedback: Can professional learning communities make a difference? Stud Educ Eval. 2025;87. doi:10.1016/j.stueduc.2025.101534

1214.  Zimmer WK, Matthews SD. A virtual coaching model of professional development to increase teachers’ digital learning competencies. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103544

1215.  Erdem C, Koçyiğit M. The interplay among school climate, instructional quality and teacher job satisfaction: Mediation of teacher motivation. Int J Educ Dev. 2025;114. doi:10.1016/j.ijedudev.2025.103231

1216.  Moore R. How do teachers help shape student learning in two states in Southern India? Int J Educ Res. 2022;111. doi:10.1016/j.ijer.2021.101897

1217.  Tsao J. Trajectories of AI policy in higher education: Interpretations, discourses, and enactments of students and teachers. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100496

1218.  Liu S, Wang Y, Yin H. A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs. Educ Res Rev. 2025;46. doi:10.1016/j.edurev.2024.100660

1219.  Lee S, Song KS. Teachers’ and students’ perceptions of AI-generated concept explanations: Implications for integrating generative AI in computer science education. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100283

1220.  Pollmeier J, Kleickmann T, Zimmermann F, Möller J, Köller O. Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101424

1221.  Yang TC, Chen JH. Pre-service teachers’ perceptions and intentions regarding the use of chatbots through statistical and lag sequential analysis. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2022.100119

1222.  Zhu Y, Jiang H, Chugh R. Empowering STEM teachers’ professional learning through GenAI: The roles of task-technology fit, cognitive appraisal, and emotions. Teach Teach Educ. 2025;167. doi:10.1016/j.tate.2025.105204

1223.  Lewis S. An Apple for teacher (education)? Reconstituting teacher professional learning and expertise via the Apple Teacher digital platform. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.102034

1224.  Ozturk Y, Gangal M, Liebovich B, Fruin H. Pre-service teachers’ perceptions on outdoor play: A study of Türkiye, England, and Australia. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102735

1225.  Haser Ç, Doğan O, Kurt Erhan G. Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices. Int J Educ Dev. 2022;88. doi:10.1016/j.ijedudev.2021.102536

1226.  Wut T ming, Wong HS mun, Sum CK man. Person-to-person interactions in hybrid teaching and learning. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100485

1227.  Al Mamun MA, Lawrie G, Wright T. Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104398

1228.  Huang H, Hwang GJ, Jong MSY. Technological solutions for promoting employees’ knowledge levels and practical skills: An SVVR-based blended learning approach for professional training. Comput Educ. 2022;189. doi:10.1016/j.compedu.2022.104593

1229.  Gruber MT, Mercer S. The agency of CLIL primary school teachers in Austria. J Immers Content-Based Lang Educ. 2022;10(1):90-112. doi:10.1075/jicb.20032.gru

1230.  Asadullah MN, Tham E. Learning and happiness during Covid-19 school closure in urban Malaysia. Int J Educ Dev. 2023;101. doi:10.1016/j.ijedudev.2023.102822

1231.  Wang C, Huang X. Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior. Stud Educ Eval. 2025;85. doi:10.1016/j.stueduc.2025.101459

1232.  Cleary TJ, Kitsantas A, Peters-Burton E, et al. Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103619

1233.  McGrath C, Cerratto Pargman T, Juth N, Palmgren PJ. University teachers’ perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100139

1234.  Greene JA, Duke RF, Freed R, Dragnić-Cindrić D, Cartiff BM. Effects of an ego-depletion intervention upon online learning. Comput Educ. 2022;177. doi:10.1016/j.compedu.2021.104362

1235.  Fütterer T, Scherer R, Scheiter K, Stürmer K, Lachner A. Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development? Comput Educ. 2023;198. doi:10.1016/j.compedu.2023.104756

1236.  Heo S. Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom. Linguist Educ. 2022;70. doi:10.1016/j.linged.2022.101055

1237.  Lee PJ, Wu TY. Mining relations between personality traits and learning styles. Inf Process Manag. 2022;59(5). doi:10.1016/j.ipm.2022.103045

1238.  Meij E, Smits A, Meeter M. How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103537

1239.  Unruh E. Too much of a good thing? Teacher performance during the COVID-19 pandemic and the ambiguous role of high teacher autonomy. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100353

1240.  Koike DA, Tocaimaza-Hatch C. L2 interactional competence in a short-term service-learning and study abroad program. Study Abroad Res Second Lang Acquis Int Educ. 2024;9(2):157-187. doi:10.1075/sar.22025.koi

1241.  Zeeb H, Ibach A, Voss T, Renkl A. How does teachers’ noticing of students’ fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study. Teach Teach Educ. 2023;130. doi:10.1016/j.tate.2023.104170

1242.  Li H, Zhang M, Hou S, et al. Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A Four-wave longitudinal study. Contemp Educ Psychol. 2023;75. doi:10.1016/j.cedpsych.2023.102211

1243.  Li B, Lowell VL, Wang C, Li X. A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100266

1244.  Torres PJ, Kahveci YE. Effectiveness of Artificial Intelligence (AI) in language teaching. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100522

1245.  van Rijnsoever FJ, Sitzler S, Baggen Y. The change agent teaching model: Educating entrepreneurial leaders to help solve grand societal challenges. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100893

1246.  Hamman-Ortiz L, Romero D. Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2024.104878

1247.  Barnard J, Betteney M, Lambirth A. Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers’ experiences in initial teacher education and beyond. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103871

1248.  James-Brabham E, Jay T, Sella F. No Evidence That Playing a Linear Number Board Game Improves Numerical Skills Beyond Teaching as Usual: A Randomized Controlled Trial in 4- to 5-Year-Old Primary School Children. J Educ Psychol. 2024;116(3):411-425. doi:10.1037/edu0000857

1249.  Liu Y, Ng JTD, Hu X, Ma Z, Lai X. Adopt or abandon: Facilitators and barriers of in-service teachers’ integration of game learning analytics in K–12 classrooms? Comput Educ. 2024;209. doi:10.1016/j.compedu.2023.104951

1250.  Eggers JH, Oostdam R, Voogt J, Bonne JHZ. Retention effects of instruction in self-regulation strategies in blended learning environments. Stud Educ Eval. 2025;87. doi:10.1016/j.stueduc.2025.101527

1251.  Vermunt JD, Vrikki M, Dudley P, Warwick P. Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104295

1252.  Wen CT, Liu CC, Li CY, et al. The learning analytics of computational scientific modeling with self-explanation for subgoals and demonstration scaffolding. Comput Educ. 2024;215. doi:10.1016/j.compedu.2024.105043

1253.  Fan X, Wei X, Lewis A, Watts J. Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104700

1254.  Negrea V. Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102342

1255.  McLaren BM, Richey JE, Nguyen H, Hou X. How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104366

1256.  Kohnke L, Zou D, Su F. Exploring the potential of GenAI for personalised English teaching: Learners’ experiences and perceptions. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100371

1257.  Kager K, Mynott JP, Vock M. A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100272

1258.  El-Soussi A. Teacher identity continuum: A framework for teacher identity shifts online. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100411

1259.  Vlcek J, Sedova K. What hinders professional growth of novice Teachers? An analysis of perceived competency development during the first two years of teaching. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105176

1260.  Meneses A, Nussbaum M, Veas MG, Arriagada S. Practice-based 21st-century teacher education: Design principles for adaptive expertise. Teach Teach Educ. 2023;128. doi:10.1016/j.tate.2023.104118

1261.  Memarian B, Doleck T. A scoping review of reinforcement learning in education. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100175

1262.  Karlen Y, Hirt CN, Jud J, Rosenthal A, Eberli TD. Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teach Teach Educ. 2023;125. doi:10.1016/j.tate.2023.104055

1263.  Leibur T, Saks K, Chounta IA. Towards a conceptualized model of supporting teachers’ application process for acquiring professional qualifications. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2023.100236

1264.  Jhan YC, Luarn P, Lin HW. A study on EMBA students’ cognitive and decision-making models in learning through play. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2023.100765

1265.  Adler I, Akad I. New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship. Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104635

1266.  Pastore S, Azzolini D, Marzadro S, Ottaviani F. Preparing assessment literate teachers: A cross-national trend analysis. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101485

1267.  Donaldson JP, Allen-Handy A. What is learning? A complex conceptual systems analysis of conceptualizations of learning. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2023.100254

1268.  Kavanagh SS, Farrow JM, Bernhard T, Guillotte A, Dean CP. Practicing inquiry: Investigating how coaches support teachers to lead inquiries in project-based learning classrooms. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104575

1269.  Moons F, Vandervieren E, Colpaert J. Atomic, reusable feedback: a semi-automated solution for assessing handwritten tasks? A crossover experiment with mathematics teachers. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100086

1270.  Perrmann-Graham J, Peat DM, Christensen-Salem A, Walumbwa FO. The evolution of online learning and engagement in management education during disruption: A paradoxical view. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101190

1271.  Berger E, Marston N, Batsilas GM, et al. What can teachers do to help young people exposed to traumatic events? Young peoples’ perspectives. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102839

1272.  Li X, Liao W, Dong Q, Zhu X. From teachers to teacher educators: An exploratory case study of non-university-based teacher educators improving their second-order teaching competency by developing model lessons. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104810

1273.  Abricot N, Zúñiga CG, Valencia-Castañeda L, Miranda-Arredondo P. What learning is reported in social science classroom interventions? A scoping review of the literature. Stud Educ Eval. 2022;74. doi:10.1016/j.stueduc.2022.101187

1274.  Hossain M. Large-scale data gathering: Exploring World Bank’s influence on national learning assessments in LMICs. Int J Educ Dev. 2023;102. doi:10.1016/j.ijedudev.2023.102877

1275.  Sun Z, Yang Y. The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes. Internet High Educ. 2023;58. doi:10.1016/j.iheduc.2023.100911

1276.  van der Lans RM, Jansen in de Wal J, Daas R, et al. Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104413

1277.  Goode GS, Bailey-Tarbett LK, MacGillivray L. Who cares for teachers? Operationalizing an ethic of care in a professional development. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104803

1278.  Ma N, Du L, Lu Y, Sun YF. The influence of social network prestige on in-service teachers’ learning outcomes in online peer assessment. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100087

1279.  So K, Lee SY, Choi Y. Teachers’ sense-making of the decentralizing curriculum reform policy: A comparative case study in South Korea. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102331

1280.  Liao W, Li X, Dong Q, Wang Z. Non-university-based teacher educators’ professional learning: A systematic review. Teach Teach Educ. 2023;136. doi:10.1016/j.tate.2023.104374

1281.  Bodensteiner J, Bauer J, Lewalter D. Learning to self-regulate the professional work outside the classroom: A resource for novice teachers? Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104824

1282.  Fields KL, Ethridge EA, Raymond KM. The power of role models for the development of teacher advocates. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104903

1283.  Boysen MSW, Lund O, Jørnø RL, Skovbjerg HM. The role of expertise in playful learning activities: A design-based self-study within teacher education aimed at the development of tabletop role-playing games. Teach Teach Educ. 2023;128. doi:10.1016/j.tate.2023.104128

1284.  Cai J, Moyer JC, Wang C, Wang N, Nie B. Student learning and instructional tasks in different curricular contexts: A longitudinal study. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102329

1285.  Malan M, Els G, Karsten I. Empowering future accountants: The role of self-regulated learning in lifelong success. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101183

1286.  Stroupe D, Hancock JB. Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103558

1287.  Stanczak A, Darnon C, Robert A, et al. Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis. J Educ Psychol. 2022;114(6):1461-1476. doi:10.1037/edu0000730

1288.  Li Q, Bañuelos M, Liu Y, Xu D. Online instruction for a humanized learning experience: Techniques used by college instructors. Comput Educ. 2022;189. doi:10.1016/j.compedu.2022.104595

1289.  Wang S, Sun Z, Li M, Zhang H, Metwally AHS. Leveraging TikTok for active learning in management education: An extended technology acceptance model approach. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101009

1290.  Mayer S, Schwemmle M. Teaching university students through technology-mediated experiential learning: Educators’ perspectives and roles. Comput Educ. 2023;207. doi:10.1016/j.compedu.2023.104923

1291.  Mariguddi A, Shirley I. Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education. Br J Music Educ. 2024;41(2):224-237. doi:10.1017/S0265051723000402

1292.  Namazi M, Raiessi Z. Stem accounting: Effects of traditional and big data education, learning and intelligence on the accounting student’s achievement. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2024.101069

1293.  de Jong L, Meirink J, Admiraal W. School-based collaboration as a learning context for teachers: A systematic review. Int J Educ Res. 2022;112. doi:10.1016/j.ijer.2022.101927

1294.  Wang X, Yukiko M, Chang HH. Development and techniques in learner model in adaptive e-learning system: A systematic review. Comput Educ. 2025;225. doi:10.1016/j.compedu.2024.105184

1295.  Washington JA, Iruka IU. Linguistic justice: Addressing linguistic variation of black children in teaching and learning. Linguist Educ. 2025;85. doi:10.1016/j.linged.2024.101382

1296.  Huang CL, Wu C, Yang SC. How students view online knowledge: Epistemic beliefs, self-regulated learning and academic misconduct. Comput Educ. 2023;200. doi:10.1016/j.compedu.2023.104796

1297.  Xiong Y. Teacher contingency in the Chinese immersion classroom of young learners: A translanguaging perspective. Linguist Educ. 2024;80. doi:10.1016/j.linged.2024.101292

1298.  Gray G, Cooke G, Murnion P, Rooney P, O’Rourke KC. Stakeholders’ insights on learning analytics: Perspectives of students and staff. Comput Educ. 2022;187. doi:10.1016/j.compedu.2022.104550

1299.  Liu JE, Lo YY, Xin JJ. CLIL teacher assessment literacy: A scoping review. Teach Teach Educ. 2023;129. doi:10.1016/j.tate.2023.104150

1300.  Guan L, Lee JCK, Zhang Y, Gu MM. Investigating the tripartite interaction among teachers, students, and generative AI in EFL education: A mixed-methods study. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100384

1301.  Calcagni E, Ahmed F, Trigo-Clapés AL, Kershner R, Hennessy S. Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach. Teach Teach Educ. 2023;126. doi:10.1016/j.tate.2023.104067

1302.  Souza DSR, Sampaio LMB, Sampaio RMB. Does the area and learning modality of teacher qualification matter to middle school students’ performance in mathematics? Int J Educ Dev. 2024;109. doi:10.1016/j.ijedudev.2024.103085

1303.  Alkateb-Chami M. Learning Poverty when schools do not teach in children’s home language: A comparative perspective. Int J Educ Dev. 2024;105. doi:10.1016/j.ijedudev.2023.102975

1304.  Yang W, Li H, Lee JCK. Tailoring AI agents for early learning: The Creative Project Approach. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100473

1305.  Feldman-Maggor Y, Tuvi-Arad I, Blonder R. Navigating the online learning journey by self-regulation: Teachers as learners. Comput Educ. 2024;219. doi:10.1016/j.compedu.2024.105074

1306.  Wu CC, Wang TH. What is the role of learning style preferences on the STEM learning attitudes among high school students? Int J Educ Res. 2025;129. doi:10.1016/j.ijer.2024.102488

1307.  Troiano GM, Abdollahi A, Cassidy M, Puttick G, Machado T, Harteveld C. Leveling the computational playing field: Inquiring about factors predicting computational thinking in constructionist game-based learning. Comput Educ. 2025;237. doi:10.1016/j.compedu.2025.105347

1308.  Nichol D, Mulholland K, Counihan C, et al. Back to basics: Pre-service teachers’ experiences of ‘SimulatEd’, a suite of low-technology simulated-scenarios to promote preparedness for professional practice. Teach Teach Educ. 2025;164. doi:10.1016/j.tate.2025.105089

1309.  Lohr A, Sailer M, Stadler M, Fischer F. Digital learning in schools: Which skills do teachers need, and who should bring their own devices? Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104788

1310.  Keung C, Cheung A. A family-school-community partnership supporting play-based learning: A social capital perspective. Teach Teach Educ. 2023;135. doi:10.1016/j.tate.2023.104314

1311.  Olivier E, Morin AJS, Plante I, Archambault I, Dupéré V. Classroom Learning Climate Profiles: Combining Classroom Goal Structure and Social Climate to Support Student School Functioning and Behavioral Adaptation. J Educ Psychol. 2023;116(2):256-277. doi:10.1037/edu0000837

1312.  Sepúlveda-Ortega A, Magnitzky-Vargas D. How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines. Br J Music Educ. 2023;40(1):80-95. doi:10.1017/S0265051722000109

1313.  Drumm S. Applying individual strategies enhances learning in asynchronous learning paths. Comput Educ Open. 2025;8. doi:10.1016/j.caeo.2025.100257

1314.  Guo J, Kong L. Characteristics and causes of China’s mathematics teaching paradigm. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104272

1315.  Buchanan R, Scott JA, Pease-Alvarez L, Clark M. Common ground is not enough: The situated and dynamic process of collaboration in a multiagency teacher professional development project. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103764

1316.  Levin O. Simulation as a pedagogical model for deep learning in teacher education. Teach Teach Educ. 2024;143. doi:10.1016/j.tate.2024.104571

1317.  Kostiainen E, Pöysä-Tarhonen J. Meaningful learning over the course of teacher education: Students’ reflections. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105241

1318.  Dinh H, Sannino A. Toward a diagnostic toolkit for intervention in teachers’ agency during curriculum reform: Groundwork for a Change Laboratory in Vietnam. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2024.104494

1319.  Shamburg C, Zieger L, Mason D, Amerman T, Zieger H. Teachers and ChatGPT: The first wave on TikTok. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.104993

1320.  Yue Yim IH. A critical review of teaching and learning artificial intelligence (AI) literacy: Developing an intelligence-based AI literacy framework for primary school education. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100319

1321.  Mahat M, Loh CE. Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104797

1322.  Rahimi AR. Developing and validating the scale of language teachers’ design thinking competency in artificial intelligence language teaching (LTDTAILT). Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100420

1323.  Fan X. Teachers’ perspectives on the evaluation of teacher effectiveness: A focus on student learning objectives. Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103604

1324.  Ndibalema P. Perspectives on barriers to learning opportunities among deaf children in Tanzania. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100468

1325.  Shoshani A. Teachers’ flow, emotional well-being, and optimal teaching and learning experiences: An experience sampling study. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105138

1326.  Cai J, Wen Q, Jaime I, Cai L, Lombaerts K. From classroom learning environments to self-regulation: The mediating role of task value. Stud Educ Eval. 2022;72. doi:10.1016/j.stueduc.2021.101119

1327.  Wu X, Li J. Becoming competent global educators: Pre-service teachers’ global engagement and critical examination of human capital discourse in glocalized contexts. Int J Educ Res. 2023;119. doi:10.1016/j.ijer.2023.102181

1328.  Fraschini N, Park H. A Q methodology study to explore Korean as a second language undergraduate student-teachers’ anxiety. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100132

1329.  Lee HY, Wu TT. Enhancing blended learning discussions with a Scaffolded Knowledge Integration–Based ChatGPT mobile instant messaging system. Comput Educ. 2025;237. doi:10.1016/j.compedu.2025.105375

1330.  Virtanen P, Watt HMG, Richardson PW, et al. Finnish teacher students’ career choice motivations: A mixed methods study. Teach Teach Educ. 2025;163. doi:10.1016/j.tate.2025.105068

1331.  Daumiller M, Janke S, Rinas R, Hein J, Dickhäuser O, Dresel M. Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions. Contemp Educ Psychol. 2023;72. doi:10.1016/j.cedpsych.2022.102139

1332.  Mariam S, Khawaja KF, Qaisar MN, Ahmad F. Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100776

1333.  Lin YN, Hsia LH, Hwang GJ. Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model. Comput Educ. 2022;177. doi:10.1016/j.compedu.2021.104380

1334.  Kong SC, Yang Y, Hou C. Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100328

1335.  Casado García-Hirschfeld E, Rodríguez-Santos MÁ, López-Martín C. Teaching economics in blended learning higher education: Use of whiteboard videos to engage the students. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2024.101124

1336.  Southall A, Philpott-Robinson K, Lane A, Leonard C, Bury S. Australian teachers’ perceptions of a Co-Taught self-regulation program. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102612

1337.  Xu Y, Gu H, Wang Q, Yu JJ, Tornquist M, Shen J. A case study of a teacher’s extrinsic emotion regulation on students’ positive emotions and learning experience. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102811

1338.  Wang C, Huang X, Chi-Kin Lee J, Xu P. Teachers’ informal workplace learning profiles: Outcomes and antecedents. Teach Teach Educ. 2024;137. doi:10.1016/j.tate.2023.104407

1339.  Tampubolon A, Komalasari K, Sapriya, Anggraeni L, Sari BI, Prasetyo WH. Board games as a medium for civic education:Judging from knowledge and beliefs in teacher perceptions. Teach Teach Educ. 2025;167. doi:10.1016/j.tate.2025.105229

1340.  Kulick KS, Cartun A. Affective design tools toward a developing anti-racist stance in teacher education. Teach Teach Educ. 2025;167. doi:10.1016/j.tate.2025.105192

1341.  Street KES, Ertesvåg SK, Gamlem SM, Rebni LM, Sølvik RM, Vaaland GS. Classroom management for first-year pre-service teachers: What is difficult and why? Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105235

1342.  Jääskä E, Aaltonen K. Teachers’ experiences of using game-based learning methods in project management higher education. Proj Leadersh Soc. 2022;3. doi:10.1016/j.plas.2022.100041

1343.  Soesmanto T, Vu XB (Benjamin), Kariyawasam K. Evaluation of the mixed-mode teaching design upon students’ learning satisfaction and academic performance in an introductory economics course. Stud Educ Eval. 2023;77. doi:10.1016/j.stueduc.2023.101253

1344.  Vidergor HE. The effect of teachers’ self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104777

1345.  Kaliisa R, Rienties B, Mørch AI, Kluge A. Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100073

1346.  Hirt CN, Eberli TD, Jud JT, Rosenthal A, Karlen Y. One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.104977

1347.  Chen L, Schunn CD. When student evaluation of teaching is no longer indicative: Psychology students’ in-class experience, motivational factors and future choices. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101475

1348.  Dong H, Zhu Y, Shen J, Xue S. The generation mechanism of teachers’ anxiety toward digital human instructors in higher education: A mixed-methods perspective. Internet High Educ. 2025;67. doi:10.1016/j.iheduc.2025.101041

1349.  Galioto C, Bellolio C. Towards a reform of religious teaching in the Chilean school system. Int J Educ Dev. 2023;100. doi:10.1016/j.ijedudev.2023.102791

1350.  Sofía Yacher Perroni N. “How can we change if we are the same people?”: Chilean academic leaders’ experiences implementing a practice-based teacher education approach. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104412

1351.  Wen J, Zhang J, Yang Y, Cai Y. Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS). Stud Educ Eval. 2023;78. doi:10.1016/j.stueduc.2023.101292

1352.  Klusmann B, Trippenzee M, Fokkens-Bruinsma M, Sanderman R, Schroevers MJ. Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic? Teach Teach Educ. 2022;118. doi:10.1016/j.tate.2022.103815

1353.  Shi YR, Sin KFK, Wang YQ. Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105230

1354.  Minihan E, Begley A, Martin A, Dunleavy M, Gavin B, McNicholas F. Examining COVID-19 related occupational stress in teachers in Ireland through a qualitative study using a thematic analysis approach. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100183

1355.  Koellner K, Seago N, Riske A, Placa N, Carlson D. Teachers’ perceptions and uptake of professional development overtime. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2023.100308

1356.  Charania A, Cross S, Wolfenden F, Sen S, Adinolfi L. Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100227

1357.  Ahakwa I. Enhancing teachers’ commitment: Autonomy and learning in Ghana’s basic schools. Teach Teach Educ. 2024;143. doi:10.1016/j.tate.2024.104556

1358.  Marchand Martella A, Swisher M, Mayer RE. How much active teaching should be incorporated into college course lectures to promote active learning? Contemp Educ Psychol. 2024;79. doi:10.1016/j.cedpsych.2024.102316

1359.  Hauerwas LB, Gomez-Barreto IM, Boix Mansilla V, Segura Fernández R. Transformative Innovation in teacher education: Research toward a critical global didactica. Teach Teach Educ. 2023;123. doi:10.1016/j.tate.2022.103974

1360.  Ripollés M, Blesa A. The role of teaching methods and students’ learning motivation in turning an environmental mindset into entrepreneurial actions. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100961

1361.  Ameloot E, Rotsaert T, Ameloot T, Rienties B, Schellens T. Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics. Comput Educ. 2024;209. doi:10.1016/j.compedu.2023.104949

1362.  Pardo R, García-Pérez D, Panadero E. Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104798

1363.  Birello M, Pujolà JT. Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103971

1364.  Jacobs J, Perez JI. A qualitative metasynthesis of teacher educator self-studies on social justice: Articulating a social justice pedagogy. Teach Teach Educ. 2023;123. doi:10.1016/j.tate.2022.103994

1365.  Hamer L, Ross W, Holland A. The whole thing needs a shake-up: A mixed method study examining teachers’ perspectives on social and emotional skills in schools. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104708

1366.  Kavanagh SS, Gotwalt ES, Farrow JM. Practice-based coaching for project-based teaching: Understanding relationships between coaching practice and teaching practice. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104255

1367.  Gülşen E, Dikilitaş K. (Re)construction of teacher identities in a soft-CLIL context. J Immers Content-Based Lang Educ. 2023;11(2):204-228. doi:10.1075/jicb.20038.gul

1368.  Su X, Su Y. “Grow like sea anemones”: A collaborative autoethnography of emotions and professional identity formation of two teacher-researchers specializing in computer-assisted language learning. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105263

1369.  Zhang Y, Zhou S, Wu X, Cheung ACK. The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis. Educ Res Rev. 2024;45. doi:10.1016/j.edurev.2024.100627

1370.  Acquah BYS, Arthur F, Salifu I, Quayson E, Nortey SA. Preservice teachers’ behavioural intention to use artificial intelligence in lesson planning: A dual-staged PLS-SEM-ANN approach. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100307

1371.  Holm LB, Rognes A, Dahl FA. The FLIPPED STEP study: A randomized controlled trial of flipped vs. traditional classroom teaching in a university-level statistics and epidemiology course. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100197

1372.  Mousa M, Arslan A. To what extent does virtual learning promote the implementation of responsible management education? A study of management educators. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100772

1373.  Casanova O, Cecilia Jorquera-Jaramillo M, Serrano RM. Current state and prospects of teaching-learning processes in music teacher education in Spain: a literature review. Br J Music Educ. 2024;41(3):266-281. doi:10.1017/S0265051724000056

1374.  Ma L, Sun M, Yao H. Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context. Stud Educ Eval. 2025;87. doi:10.1016/j.stueduc.2025.101514

1375.  Cleovoulou Y, Iznardo M, Kamani F. An examination of equity pedagogy during program coherence building in teacher education. Teach Teach Educ. 2022;120. doi:10.1016/j.tate.2022.103866

1376.  Pasternak DL, Harris SD, Lewis C, Wolk MA, Wu X, Evans LM. Engaging culturally responsive practice: Implications for continued learning and teacher empowerment. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103976

1377.  Raud N, Orehhova O. From EFL teacher to CLIL teacher in Estonia. J Immers Content-Based Lang Educ. 2023;11(1):109-136. doi:10.1075/jicb.21009.rau

1378.  Kırkgöz Y, O’Dwyer J, Godfrey T, Üstünel E. Reimagining trainee teacher practicum experiences in Turkish K-12 schools. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104204

1379.  Kim M, Park MJ. Absorptive capacity in entrepreneurial education: Rethinking the Kolb’s experiential learning theory. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100873

1380.  Ipinnaiye O, Risquez A. Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes. Comput Educ. 2024;215. doi:10.1016/j.compedu.2024.105047

1381.  Nyström S, Ahn S ee. Teaching with simulators in vocational education and training – From a storing place to a new colleague. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104409

1382.  Dahl KKB. ‘Doubly situated teacher professionalism’: School culture, personal narrations and becoming a teacher in Danish schools. Int J Educ Dev. 2024;107. doi:10.1016/j.ijedudev.2024.103047

1383.  Ketonen L, Nieminen JH. Supporting student teachers’ reflection through assessment: The case of reflective podcasts. Teach Teach Educ. 2023;124. doi:10.1016/j.tate.2023.104039

1384.  Methlagl M. Patterns of teacher collaboration, professional development and teaching practices: A multiple correspondence analysis of TALIS 2018. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100137

1385.  Prilop CN, Mah DK, Jacobsen LJ, Hansen RR, Weber KE, Hoya F. Generative AI in teacher education: Educators’ perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100471

1386.  Wong JT, Mesghina A, Chen E, Yeung NA, Lerner BS, Richland LE. Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2022.100118

1387.  Shea K, Downs K, Steadman A, Kayi-Aydar H. Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay. Linguist Educ. 2025;87. doi:10.1016/j.linged.2025.101429

1388.  Fleisch B, Schӧer V. The effects of teaching assistants on letter knowledge of foundation phase students in South Africa: Findings from an exploratory trial. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100383

1389.  Schnellert L, Kozak D. Inservice teachers’ experiences within a university/school district teacher education partnership: Collaborative inquiry, generative tensions, and emergent praxis. Teach Teach Educ. 2023;136. doi:10.1016/j.tate.2023.104362

1390.  Raggl A. Small rural schools in Austria and Italy between the necessity of multigrade classes and the opportunities of multiage learning. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102605

1391.  Pytash KE, Morgan DN. Debriefing conversations as a vehicle for english language art preservice teachers’ co-construction of pedagogical knowledge. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105252

1392.  Starrett E, Jordan M, Chen YC, Park J, Meza-Torres C. Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2023.104456

1393.  Ma H, Green M. A longitudinal study on a place-based school-university partnership: Listening to the voices of in-service teachers. Teach Teach Educ. 2023;129. doi:10.1016/j.tate.2023.104148

1394.  Radkowitsch A, Sommerhoff D, Nickl M, Codreanu E, Ufer S, Seidel T. Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach. Teach Teach Educ. 2023;130. doi:10.1016/j.tate.2023.104172

1395.  Latva-aho J, Näykki P, Pyykkönen S, Laitinen-Väänänen S, Hirsto L, Veermans M. Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning. Teach Teach Educ. 2024;149. doi:10.1016/j.tate.2024.104719

1396.  Chiu TKF, Falloon G, Song Y, Wong VWL, Zhao L, Ismailov M. A self-determination theory approach to teacher digital competence development. Comput Educ. 2024;214. doi:10.1016/j.compedu.2024.105017

1397.  Huang AYQ, Lu OHT, Yang SJH. Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Comput Educ. 2023;194. doi:10.1016/j.compedu.2022.104684

1398.  Wadmare P, Nanda M, Sabates R, Sunder N, Wadhwa W. Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100198

1399.  Visscher AJ, Dmoshinskaia N, Pellegrini M, Rey-Naizaque A. (When) do teacher professional development interventions improve student Achievement? A meta-analysis of 128 high-quality studies. Educ Res Rev. 2025;49. doi:10.1016/j.edurev.2025.100742

1400.  Haidari SM, Karakuş F, Kanadlı S. Short and long-term effects of out-of-school learning activities on student achievement: A mixed-research synthesis. Educ Res Rev. 2024;44. doi:10.1016/j.edurev.2024.100628

1401.  Golombek P, Olszewska AI, Coady M. Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings. Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103655

1402.  Wang F, Cheng M, Mayer RE. Improving Learning-by-Teaching Without Audience Interaction as a Generative Learning Activity by Minimizing the Social Presence of the Audience. J Educ Psychol. 2023;115(6):783-797. doi:10.1037/edu0000801

1403.  Wang HL, Almeida S, Frino B, Wijayawardena K, Rauf A, Hardie G. Dialogue matters a lot: Autoethnographic reflections of an Australian teaching team managing first-year undergraduate students. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100699

1404.  Kitole FA, Kihwele JE, Kalimasi PJ, Ojo TO, Elhindi KM, Kassem HS. Exploring the influence of sports betting on academic performance among students in higher learning institutions in Tanzania. Int J Educ Dev. 2025;113. doi:10.1016/j.ijedudev.2025.103227

1405.  Kong B, He C. Deep learning and fuzzy algorithm in improving the effectiveness of college English translation teaching. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100378

1406.  Milić T, Tomić B, Marinković S, Jeremić V. ESPRIT adventure: Assessing hybrid fuzzy-crisp rule-based AI method effectiveness in teaching key performance indicators. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101022

1407.  Ou Yang FC, Lai HM, Wang YW. Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement. Comput Educ. 2023;195. doi:10.1016/j.compedu.2022.104721

1408.  An S, Zhang S, Guo T, Lu S, Zhang W, Cai Z. Impacts of generative AI on student teachers’ task performance and collaborative knowledge construction process in mind mapping-based collaborative environment. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105227

1409.  Dzieciatko-Szendrei B, Pantić N, Joksimović S, Gašević D, Viry G. Systematic review of the operational definitions and indicators of teacher communities. Educ Res Rev. 2024;45. doi:10.1016/j.edurev.2024.100640

1410.  Susanti D, Anand G, Arifin FA. Leveraging school principals to address learning loss in Indonesia through group and individual targeting. Int J Educ Dev. 2025;112. doi:10.1016/j.ijedudev.2024.103153

1411.  Okoye K, Daruich SDN, Castaño R, Enríquez de la O JF, Escamilla J, Hosseini S. Analyzing the impact of digitized-education toward the future of education: A comparative study based on students’ evaluation of teaching data. Stud Educ Eval. 2024;82. doi:10.1016/j.stueduc.2024.101359

1412.  Ndabaga E, Kwok PKP, Sabates R, Ntabajyana S, Bizimana B. Transitioning to an unfamiliar medium of instruction: Strategies used by Rwandan primary school teachers to enable learning. Int J Educ Res. 2023;120. doi:10.1016/j.ijer.2023.102206

1413.  Guan L, Zhang Y, Gu MM. Pre-service teachers preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2024.100341

1414.  Bostwick KCP, Martin AJ, Lowe K, Vass G, Woods A, Durksen TL. A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students. Teach Teach Educ. 2025;161. doi:10.1016/j.tate.2025.105020

1415.  Harrison MG, Ying J, Briffett-Aktaş C, Tsui G, Cheng AS, Jackson L. Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2024.104923

1416.  Turk M, Heddy BC, Danielson RW. Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online? Comput Educ. 2022;180. doi:10.1016/j.compedu.2022.104432

1417.  Wang Y, Gong S, Cao Y, Fan W. The power of affective pedagogical agent and self-explanation in computer-based learning. Comput Educ. 2023;195. doi:10.1016/j.compedu.2022.104723

1418.  Lee TK, Hung ACY. Implementing differentiated instruction through lesson study: reflections from Taiwanese EFL teachers. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102720

1419.  Lin XF, Chiu TKF, Luo S, et al. Teacher learning community for AR-integrated STEM education. Teach Teach Educ. 2024;141. doi:10.1016/j.tate.2024.104490

1420.  Fang J, O’Toole J. Embedding sustainable development goals (SDGs) in an undergraduate business capstone subject using an experiential learning approach: A qualitative analysis. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2022.100749

1421.  Brekke Mandelid M, Thurston M, Reinboth M, Resaland GK, Tjomsland HE. “Just because it’s fun, it’s not without purpose”: Exploring the blurred lines of physically active learning. Teach Teach Educ. 2023;133. doi:10.1016/j.tate.2023.104297

1422.  Sadoughi M, Hejazi SY. Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit. Stud Educ Eval. 2023;77. doi:10.1016/j.stueduc.2023.101251

1423.  Peercy MM, Hardy-Skeberdis M, Crawford J. “Because we bilingual”: Examining an early career ESOL teacher’s humanizing approach to language use. Linguist Educ. 2024;83. doi:10.1016/j.linged.2024.101337

1424.  Tan Q. Reimagining teacher development in the era of generative AI: A scoping review. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105236

1425.  Jones L, Smith SL, Durham C. Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners. Comput Educ. 2022;189. doi:10.1016/j.compedu.2022.104592

1426.  Zeng Y, Isleem HF, Tejani GG, Jahami A, Alnowibet KA. Examining the impact of culturally responsive teaching and identity affirmation on student outcomes: A mixed-methods study in diverse educational settings. Int J Educ Dev. 2025;117. doi:10.1016/j.ijedudev.2025.103376

1427.  Seynhaeve S, Deygers B, Simon E. Newly arrived migrant students’ perceptions of emergency remote teaching: A Q methodology study. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100169

1428.  Siems-Muntoni F, Dunekacke S, Heinze A, Retelsdorf J. Teacher expectation effects on the development of elementary school students’ mathematics-related competence beliefs and intrinsic task values. Contemp Educ Psychol. 2024;76. doi:10.1016/j.cedpsych.2023.102255

1429.  Dyer EB, Jarry-Shore M, Fong A, Deutscher R, Carlson J, Borko H. Teachers’ engagement with student mathematical agency and authority in school-based professional learning. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103881

1430.  Oesterle M. The role of transient transnational communities in the CPD of teacher educators: An analysis of European education policies and practices. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105148

1431.  Brown B, Friesen S. Stages of teaching expertise from routine to adaptive: A model for advancing teaching effectiveness. Stud Educ Eval. 2025;87. doi:10.1016/j.stueduc.2025.101530

1432.  Fan Y, Du M, Wang J. Unpacking the effect of principal empowerment on teacher job satisfaction: The Mediation of organizational learning and teacher organizational identification in China. Int J Educ Res. 2024;128. doi:10.1016/j.ijer.2024.102489

1433.  de Vries JA, Dimosthenous A, Schildkamp K, Visscher AJ. The impact on student achievement of an assessment for learning teacher professional development program. Stud Educ Eval. 2022;74. doi:10.1016/j.stueduc.2022.101184

1434.  Rumiantsev T, van der Rijst R, Kuiper W, Verhaar A, Admiraal W. Teacher professional development and educational innovation through action research in conservatoire education in the Netherlands. Br J Music Educ. 2024;41(2):195-208. doi:10.1017/S0265051723000414

1435.  Begolli KN, Bermudez VN, Lawrence LEM, et al. Incorporating Design Based Implementation Research with a Randomized Controlled Trial to develop and evaluate the efficacy of playful rational number learning. Contemp Educ Psychol. 2024;78. doi:10.1016/j.cedpsych.2024.102296

1436.  Lu Y, Wei D, Li Y. Teacher’s emotional contagion on students: Evidence from multi-method approaches. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104891

1437.  Jang J, Yoo H, Rubadeau K. How teacher collaboration profiles connect to literacy instructional practices: evidence from PISA 2018 outcomes for Korea. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.102010

1438.  Pahi K, Hawlader S, Hicks E, Zaman A, Phan V. Enhancing active learning through collaboration between human teachers and generative AI. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100183

1439.  Shadiev R, Li D. A review study on eye-tracking technology usage in immersive virtual reality learning environments. Comput Educ. 2023;196. doi:10.1016/j.compedu.2022.104681

1440.  Kourkouli K. Unlocking in-depth forum discussion and perceived effectiveness: Teaching and social presence categories in online teacher communities. Teach Teach Educ. 2024;146. doi:10.1016/j.tate.2024.104630

1441.  Ødegård M, Solberg S. Identifying teachers’ reactive strategies towards disruptive behavior in classrooms. Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104627

1442.  Ninković S, Knežević Florić O, Momčilović M. Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities. Comput Educ. 2023;202. doi:10.1016/j.compedu.2023.104833

1443.  Tengberg M, Blikstad-Balas M, Roe A. Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged? Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103698

1444.  Lutovac S, Uitto M, Keränen V, Kettunen A, Flores MA. Teachers’ work today: Exploring Finnish teachers’ narratives. Teach Teach Educ. 2024;137. doi:10.1016/j.tate.2023.104378

1445.  Abarca Millán E, Alvarado Vargas C, Cabello P, Arriagada S. Searching for a middle ground: Teachers’ identities and perceptions on the teaching and learning of writing. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104383

1446.  Hsiao JC, Chen SK, Chen W, Lin SSJ. Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104403

1447.  Kay J, Bartimote K, Kitto K, Kummerfeld B, Liu D, Reimann P. Enhancing learning by Open Learner Model (OLM) driven data design. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100069

1448.  Morrison L, Hughes J. Promising practices for online professional learning. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100209

1449.  Yoon I, Kim M. Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103565

1450.  Cumming TM, Han C, Gilanyi L. University student and instructor experiences with HyFlex learning: A scoping review. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100229

1451.  Koopman M, Beijaard D. Nuances and details in student approaches to learning in innovative secondary education using profiles. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2023.100316

1452.  Maruyama T, Igei K. Does “Kamishibai” (Picture-story show) improve children’s behaviors and learning in pre-primary education?: Evidence from Madagascar. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100378

1453.  Gómez-Portilla K, Hoyos M, Muñoz J, Rodríguez GC. Effects of teaching modality changes: Evidence from a lab-in-the-field experiment. Int J Educ Dev. 2025;118. doi:10.1016/j.ijedudev.2025.103396

1454.  Ehlert M, Souvignier E. Effective professional development in implementation processes – the teachers’ view. Teach Teach Educ. 2023;134. doi:10.1016/j.tate.2023.104329

1455.  Rutten L, Butville D, Wolkenhauer R, Dvir B. Noticing, interpreting, deciding: How elementary teachers address unplanned difficult-topics moments in educational practice. Teach Teach Educ. 2025;161. doi:10.1016/j.tate.2025.105017

1456.  Gutiérrez-Páez NF, Santos P, Hernández-Leo D, Carrió M. A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach. Comput Educ. 2023;201. doi:10.1016/j.compedu.2023.104829

1457.  Al Hakim VG, Yang SH, Liyanawatta M, Wang JH, Chen GD. Robots in situated learning classrooms with immediate feedback mechanisms to improve students’ learning performance. Comput Educ. 2022;182. doi:10.1016/j.compedu.2022.104483

1458.  Frei-Landau R, Avidov-Ungar O. Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103623

1459.  Corbalán M, Puy Pérez – Echeverría M, Pozo JI. Promoting learning and interaction during choir rehearsal: A comparison of two conduction profiles. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103940

1460.  Demir M. A taxonomy of social media for learning. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105091

1461.  Rósa B. In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum. Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104527

1462.  Alejo A, Jenkins R, Reuge N, Yao H. Understanding and addressing the post-pandemic learning disparities. Int J Educ Dev. 2023;102. doi:10.1016/j.ijedudev.2023.102842

1463.  McKay L, Riley T, King J, Bamford-Mareroa A, Licence S. Navigating a pathway of professional learning: Travelling the Hero’s journey with first year pre-service teachers. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103973

1464.  Sripa K, Thummaphan P, Ninphet T, Gulabutr V. Combating cyberbullying in Thai youth: Learning innovation as a possible solution. Int J Educ Dev. 2024;108. doi:10.1016/j.ijedudev.2024.103065

1465.  Kier MW. Examining science and mathematics teacher candidates’ evolving perceptions and identities through a STEM early field experience with marginalized youth. Teach Teach Educ. 2025;167. doi:10.1016/j.tate.2025.105191

1466.  Neubauer D, Wesely P. K-12 world language teachers’ use of conferences as professional development. Teach Teach Educ. 2023;124:104042. doi:10.1016/j.tate.2023.104042

1467.  El Kazdouh H, El-Ammari A, Bouftini S, El Fakir S, El Achhab Y. Teachers’ perceptions of health education and middle school curriculum: A qualitative study. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103765

1468.  Brennan A, Canny A. Problematising Irish student-teachers’ (dis)engagement with sociology of education in initial teacher education programmes. Teach Teach Educ. 2023;130. doi:10.1016/j.tate.2023.104173

1469.  Yacobson E, Toda AM, Cristea AI, Alexandron G. Recommender systems for teachers: The relation between social ties and the effectiveness of socially-based features. Comput Educ. 2024;210. doi:10.1016/j.compedu.2023.104960

1470.  Geletu GM, Mihiretie DM. Professional accountability and responsibility of learning communities of practice in professional development versus curriculum practice in classrooms: Possibilities and pathways. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2022.100223

1471.  Toh W, Kirschner D. Developing social-emotional concepts for learning with video games. Comput Educ. 2023;194. doi:10.1016/j.compedu.2022.104708

1472.  Abd Halim H, Hamzah MI, Zulkifli H. Secondary school teachers’ conceptions of assessment: A systematic review. Int J Educ Res. 2024;124. doi:10.1016/j.ijer.2023.102311

1473.  Marín VI, Castañeda L, Forero X, Camacho A, Scherer Bassani P, Pérez L. Instructors’ perspectives on personal learning environments in higher education: Unravelling the threads of assemblage, agency, and pedagogic frailty. Int J Educ Res. 2025;132. doi:10.1016/j.ijer.2025.102629

1474.  Mikeska JN, Howell H, Kinsey D. Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103979

1475.  Li C, Sun D, Xu J, et al. Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework. Comput Educ. 2024;222. doi:10.1016/j.compedu.2024.105152

1476.  Samuelsson R. Learning beyond instructionist/constructionist divides: A mixed methods exploration of three learning designs for 1-2-year-old children. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105089

1477.  Hanson A, Danyluk P. Talking circles as indigenous pedagogy in online learning. Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103715

1478.  Michaelidou V. Searching for effective teacher practices during play to promote student learning outcomes. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101473

1479.  Pithouse-Morgan K. Self-study inTeaching and Teacher Education: Characteristics and contributions. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103880

1480.  Martin F, Kumar S, Ritzhaupt AD, Polly D. Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. Internet High Educ. 2023;56. doi:10.1016/j.iheduc.2022.100879

1481.  Xiaofang W, Jocelyn WLN. Tracing teacher knowledge transformation across multiple levels in collaborative curriculum design: A comparative case study in China. Int J Educ Res. 2023;118. doi:10.1016/j.ijer.2023.102153

1482.  Doyle NB, Gomez Varon JA, Downer JT, Brown JL. Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104232

1483.  Ninković S, Florić OK, Đorđić D. The effect of teacher trust in colleagues on collective teacher efficacy: Examining the mediating role of the characteristics of professional learning communities. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103877

1484.  Díaz B, Nussbaum M. Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence. Comput Educ. 2024;217. doi:10.1016/j.compedu.2024.105071

1485.  Sundgren M, Jaldemark J, Cleveland-Innes M. Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching. Comput Educ Open. 2023;4. doi:10.1016/j.caeo.2023.100134

1486.  Golledge C, Amazan R, Durksen TL, Lowe K, Vass G. Transforming practices in aboriginal education through teachers’ professional learning conversations. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104900

1487.  Schoenmaker D, Schramade W. Teaching finance for responsible management. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101170

1488.  Soncini A, Politi E, Petruzziello G, Matteucci MC. “We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology. Teach Teach Educ. 2025;160. doi:10.1016/j.tate.2025.105038

1489.  Chen J, Yan W, Tian Q, Chen Q, Chen Y. Teacher’s roles and students’ flow experience in business simulation games: A quasi-experimental study. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101189

1490.  Hallin AE, Danielsson H, Nordström T, Fälth L. No learning loss in Sweden during the pandemic evidence from primary school reading assessments. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.102011

1491.  Cai H, Pan M, Huang L. Is it externally stimulated or internally driven? A study on the influencing mechanisms of Chinese graduate students’ intention to continue online learning. Comput Educ. 2025;231. doi:10.1016/j.compedu.2025.105293

1492.  McPhail G, Tibbles S, Cornish M. Developing teacher curriculum design expertise: using the CDC Model in the music classroom. Br J Music Educ. 2023;40(2):255-270. doi:10.1017/S0265051722000262

1493.  Baier-Mosch F, Schulze-Vorberg L, Horz H, Kunter M. Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101402

1494.  Lin YL, Wang WT, Lee IT. Implementing visual metaphor-supported instructional design in management education: An example of learning a business model canvas. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101256

1495.  Wu Y, Xu X, Xue J, Hu P. A cross-group comparison study of the effect of interaction on satisfaction in online learning: The parallel mediating role of academic emotions and self-regulated learning. Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104776

1496.  Alsarawi AA. Managing and learning from the practicum challenges of graduate entry pre-service teachers of students with learning disabilities: A case study. Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104636

1497.  Edelsbrunner PA, Schumacher R, Hänger-Surer B, Schalk L, Stern E. Preparation for Future Conceptual Learning: Content-Specific Long-Term Effects of Early Physics Instruction. J Educ Psychol. 2024;116(8):1479-1499. doi:10.1037/edu0000887

1498.  Taylor LA. “If I was better at managing all this”: The role of neoliberal logic in framing one teacher’s narratives about accountability. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103944

1499.  Baxter G, Kilderry A. “We are not able to speak English, so we don’t know what is happening:” Missed opportunities for families’ engagement in their children’s learning. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104784

1500.  Liu Y. Multi-stakeholder collaboration in an online professional learning community: Co-constructing professional learning. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102668

1501.  Johansen K. Challenges regarding digital distance learning of operationally- oriented professions, due to Covid-19 pandemic. Int J Educ Res Open. 2023;4. doi:10.1016/j.ijedro.2023.100225

1502.  Gotwalt ES. Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing. Teach Teach Educ. 2023;131. doi:10.1016/j.tate.2023.104202

1503.  Salbaş H, Ekmekçi APDE. The impact of classroom environment on students’ willingness to communicate in foreign language learning. Int J Educ Res. 2025;129. doi:10.1016/j.ijer.2024.102517

1504.  Risan M, Shavard G. A systematic scoping review of empirical research on assessment practices in initial teacher education. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102753

1505.  Sibley L, Russ H, Ahmad G, et al. Does technology-based non-interactive teaching enhance students’ learning in the classroom? Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100233

1506.  Superfine AC, Akgul E. Co-designing around problems of practice in teacher professional learning. Teach Teach Educ. 2025;157. doi:10.1016/j.tate.2025.104945

1507.  Marschall G, Watson S. Teacher self-efficacy as an aspect of narrative self-schemata. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103568

1508.  Glasby J, Graham LJ, White SLJ, Tancredi H. Do teachers know enough about the characteristics and educational impacts of Developmental Language Disorder (DLD) to successfully include students with DLD? Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103868

1509.  Zhang L, Wu Y, Zhong W, Chen Y, Xiang J. Exploring interpersonal emotion regulation and its characteristics among Chinese early childhood education teachers: A multiple case study. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102830

1510.  Wilkie KJ. Maintaining momentum: Teacher-leaders’ identity narratives about transforming school mathematics practice. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105234

1511.  Law L. Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100174

1512.  Yang FY, Wang HY. Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Comput Educ. 2023;193. doi:10.1016/j.compedu.2022.104659

1513.  Cheng ECK, Wang T. Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100171

1514.  Cortés-Albornoz MC, Ramírez-Guerrero S, García-Guáqueta DP, Vélez-Van-Meerbeke A, Talero-Gutiérrez C. Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review. Int J Educ Dev. 2023;101. doi:10.1016/j.ijedudev.2023.102835

1515.  Sun Y, Liu F. Real-world implementation of an AI learning tool-MetaGP-Edu in medical education: A multi-center cohort study. Comput Educ. 2025;237. doi:10.1016/j.compedu.2025.105388

1516.  Wang J, Tigelaar DEH, Luo J, Admiraal W. Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis. Comput Educ. 2022;183. doi:10.1016/j.compedu.2022.104501

1517.  Moldavan AM, Edwards-Leis C, Murray J. Design and pedagogical implications of a digital learning platform to promote well-being in teacher education. Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103732

1518.  Şahan Ö, Sahan K. A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities. Linguist Educ. 2023;75. doi:10.1016/j.linged.2023.101149

1519.  Teslo S, Jenssen ES, Thurston M, et al. It’s the journey, not the arrival that matters – Teachers’ perceptions of their practice after participating in a continuing professional development program in physically active learning. Teach Teach Educ. 2023;136. doi:10.1016/j.tate.2023.104377

1520.  Odabaşı Çimer S, Şahin İ, Cengiz C, Batman D, Alev N. Critical friends group as a continuing professional development model: Turkish teachers’ experiences. Teach Teach Educ. 2025;166. doi:10.1016/j.tate.2025.105177

1521.  Song Y, Weisberg LR, Zhang S, Tian X, Boyer KE, Israel M. A framework for inclusive AI learning design for diverse learners. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100212

1522.  Xia X. Diversion inference model of learning effectiveness supported by differential evolution strategy. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100071

1523.  Loong CN, Chang CC. Control knowledge tracing: Modeling students’ learning dynamics from a control-theory perspective. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100292

1524.  Yang W. A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers. Comput Educ. 2025;231. doi:10.1016/j.compedu.2025.105282

1525.  Masterson JE, James Carr C, Petty E, Stevenson H, Yaromich A. Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times. Teach Teach Educ. 2024;151. doi:10.1016/j.tate.2024.104733

1526.  Uffen I, de Vries S, Goei SL, van Veen K, Verhoef N. Understanding teacher learning in lesson study through a cultural–historical activity theory lens. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103831

1527.  Tepetaş Cengiz GŞ, Bal M. Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105134

1528.  Chalkley AE, Mandelid MB, Thurston M, et al. Finding the sweet spot of physically active learning: A need for co-ownership by public health and education. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104695

1529.  Rui X, Celik I, Edwards J. Understanding pre-service teachers’ needs for integrating AI-based tools in instruction through intelligent TPACK framework. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100317

1530.  Hyrkkö S, Kajamaa A. Teachers’ transformative agency in a Change Laboratory in a Finnish elementary school. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.105011

1531.  Enthoven S, März V, Dupriez V. Context matters: A meta-ethnographic study on teachers’ workplace learning. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104224

1532.  Anning AS. Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102341

1533.  Zhang S, Gao Q, Sun M, et al. Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA). Comput Educ. 2022;183. doi:10.1016/j.compedu.2022.104485

1534.  Weatherly KICH, Weatherly CA, Chen Y, Lau PK. A scoping review of empirical studies on informal music learning. Br J Music Educ. 2025;42(1):46-64. doi:10.1017/S0265051724000202

1535.  Burke PF, Schuck S, Burden K, Kearney M. Mediating learning with mobile devices through pedagogical innovation: Teachers’ perceptions of K-12 students’ learning experiences. Comput Educ. 2025;227. doi:10.1016/j.compedu.2024.105226

1536.  Hepburn SJ, Trompf M, Hodges J, et al. Creating a positive home-school partnership through professional learning for teachers – A scoping review of the international literature. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105127

1537.  Um SJ, Cho H. Creating the space of possibility: The dynamics of multiculturalism, neoliberalism, and nationalism in South Korean prospective teachers learning to teach for social justice. Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103605

1538.  Bayona JA, Durán WF. A meta-analysis of the influence of case method and lecture teaching on cognitive and affective learning outcomes. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2024.100935

1539.  Salvador-Garcia C, Chiva-Bartoll O, Maravé-Vivas M, Gil-Gómez J. Service-learning in physical education teacher education: A retrospective exploratory study to examine its challenges. Teach Teach Educ. 2023;135. doi:10.1016/j.tate.2023.104350

1540.  Zrudlo I. Why the learning styles myth appeals and how to persuade believers otherwise. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104266

1541.  Conn CA, Bohan KJ, Bies-Hernandez NJ, et al. Expected data literacy knowledge and skills for early career teachers: Perspectives from school and district personnel. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103607

1542.  Hu D, Chen J, Li Y, Wang M. Technology-enhanced content and language integrated learning: A systematic review of empirical studies. Educ Res Rev. 2025;47. doi:10.1016/j.edurev.2025.100677

1543.  Martin AJ, Ginns P, Nagy RP, Collie RJ, Bostwick KCP. Load reduction instruction in mathematics and English classrooms: A multilevel study of student and teacher reports. Contemp Educ Psychol. 2023;72. doi:10.1016/j.cedpsych.2023.102147

1544.  McDougall T, Phillips M. Contextual considerations in TPACK: Collaborative processes in initial teacher education. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100207

1545.  Mäkipää T. Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study. Teach Teach Educ. 2024;143. doi:10.1016/j.tate.2024.104554

1546.  Fang G, Li X, Chan PWK, Kalogeropoulos P. A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105092

1547.  Lazarides R, Watt HMG, Richardson PW. Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer? Contemp Educ Psychol. 2023;72. doi:10.1016/j.cedpsych.2022.102136

1548.  Annamalai N, Eltahir ME, Zyoud SH, Soundrarajan D, Zakarneh B, Al Salhi NR. Exploring English language learning via Chabot: A case study from a self determination theory perspective. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100148

1549.  Zheng J qi, Cheung K cheung, Sit P seong, Lam C chio. Unfolding key factors of resilience in ICT cognitive-motivational engagement: Global evidence from machine learning techniques. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102607

1550.  Wang X, Husu J, Toom A. What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104822

1551.  Beege M, Krieglstein F, Arnold C. How instructors influence learning with instructional videos - The importance of professional appearance and communication. Comput Educ. 2022;185. doi:10.1016/j.compedu.2022.104531

1552.  Koleini N, Boroughani T, Eslami ZR, Xodabande I. Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100344

1553.  Bono R, Núñez-Peña MI, Campos-Rodríguez C, González-Gómez B, Quera V. Sudden transition to online learning: Exploring the relationships among measures of student experience. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2024.100332

1554.  Du J, Hew KF, Liu L. What can online traces tell us about students’ self-regulated learning? A systematic review of online trace data analysis. Comput Educ. 2023;201. doi:10.1016/j.compedu.2023.104828

1555.  Barta A, Fodor LA, Tamas B, Szamoskozi I. The development of students critical thinking abilities and dispositions through the concept mapping learning method – A meta-analysis. Educ Res Rev. 2022;37. doi:10.1016/j.edurev.2022.100481

1556.  Eutsler L, Naik M, Peecksen S, Branton R. Impact of inquiry portfolios within a service-learning literacy field experience on preservice teachers’ knowledge growth and GPA. Teach Teach Educ. 2023;124. doi:10.1016/j.tate.2023.104032

1557.  Yıldız N, Suzan Çardak Ç, Toprak M. “Looking behind the curtain”: Preservice visual arts teachers’ experiences on culture jamming learning-teaching process. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104906

1558.  Virtanen A, Tynjälä P. Pedagogical practices predicting perceived learning of social skills among university students. Int J Educ Res. 2022;111. doi:10.1016/j.ijer.2021.101895

1559.  Atuhurra J, Nishimura M. Use of radio to share information for supporting learning during and after a global pandemic: A positive deviance study in rural Uganda. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102583

1560.  Choi S, McMaster KL, Kohli N, et al. Longitudinal Effects of Data-Based Instructional Changes for Students With Intensive Learning Needs: A Piecewise Linear–Linear Mixed-Effects Modeling Approach. J Educ Psychol. 2024;116(4):608-628. doi:10.1037/edu0000853

1561.  Kuo-Wei L. An integrated framework for Gen AI-assisted management learning: Insights from Kolb’s learning cycle theory and knowledge types perspectives. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101164

1562.  Paulino Pires Eustachio JH, Salomão David ML, Goi HC, et al. Towards student-centric learning approaches for responsible management education: The relevance of PRME business schools. Int J Manag Educ. 2025;23(3). doi:10.1016/j.ijme.2025.101194

1563.  Zheng L, Jiang F, Gu X, Li Y, Wang G, Zhang H. Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief. Internet High Educ. 2025;65. doi:10.1016/j.iheduc.2024.100990

1564.  Wright P, Forrester G. “It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping. Teach Teach Educ. 2025;154. doi:10.1016/j.tate.2024.104870

1565.  Kager K, Jurczok A, Bolli S, Vock M. “We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions. Teach Teach Educ. 2022;113. doi:10.1016/j.tate.2022.103683

1566.  Ulla MB, Advincula MJC, Mombay CDS, Mercullo HMA, Nacionales JP, Entino-Señorita AD. How can GenAI foster an inclusive language classroom? A critical language pedagogy perspective from Philippine university teachers. Comput Educ Artif Intell. 2024;7. doi:10.1016/j.caeai.2024.100314

1567.  Fang J, Pechenkina E, Rayner GM. Undergraduate business students’ learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2023.100763

1568.  Berweger B, Kracke B, Dietrich J. Preservice Teachers’ Epistemic and Achievement Emotions When Confronted With Common Misconceptions About Education. J Educ Psychol. 2023;115(7):951-968. doi:10.1037/edu0000792

1569.  Adams T, Koster B, Brok P den. Patterns in student teachers’ learning processes and outcomes of classroom management during their internship. Teach Teach Educ. 2022;120. doi:10.1016/j.tate.2022.103891

1570.  Cheng YP, Lai CF, Chen YT, Wang WS, Huang YM, Wu TT. Enhancing student’s computational thinking skills with student-generated questions strategy in a game-based learning platform. Comput Educ. 2023;200. doi:10.1016/j.compedu.2023.104794

1571.  Bernacki ML. Leveraging Learning Theory and Analytics to Produce Grounded, Innovative, Data-Driven, Equitable Improvements to Teaching and Learning. J Educ Psychol. 2025;117(1):1-11. doi:10.1037/edu0000933

1572.  Kyriakides L, Polymeropoulou V, Charalambous E. Stages of effective teaching: Searching for their impact on student learning outcomes in language. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101479

1573.  Ingason HT, Aaltonen K, Asmundarson AS, et al. Personalised learning in project management education: Insights from an artificial intelligence-driven chatbot. Proj Leadersh Soc. 2025;6. doi:10.1016/j.plas.2025.100193

1574.  Araúz-Ledezma AB, Massar K, Kok G. Implementation of a school-based Social Emotional Learning Program in Panama: Experiences of adolescents, teachers, and parents. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.101997

1575.  Zhang Y, Tian Y, Yao L, Duan C, Sun X, Niu G. Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning. Comput Educ. 2022;179. doi:10.1016/j.compedu.2021.104427

1576.  Gaulke S, Eady MJ, Amelia Dean B. Looking forward, looking back: Early career teachers’ perceptions of their undergraduate learning goals on current practice. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104577

1577.  Strogilos V, King-Sears ME, Tragoulia E, Voulagka A, Stefanidis A. A meta-synthesis of co-teaching students with and without disabilities. Educ Res Rev. 2023;38. doi:10.1016/j.edurev.2022.100504

1578.  Meng X, Niu D, Ding L, Wang L. Research on the effect of mixed teaching strategies on students’ ambidextrous innovation. Stud Educ Eval. 2024;83. doi:10.1016/j.stueduc.2024.101390

1579.  Hsu FH, Lin IH, Yeh HC, Chen NS. Effect of Socratic Reflection Prompts via video-based learning system on elementary school students’ critical thinking skills. Comput Educ. 2022;183. doi:10.1016/j.compedu.2022.104497

1580.  Meyer A, Kleinknecht M, Richter D. What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices. Comput Educ. 2023;200. doi:10.1016/j.compedu.2023.104805

1581.  Gideon I, Dishon G, Vedder-Weiss D. Pedagogical and epistemic uncertainty in collaborative teacher learning. Teach Teach Educ. 2022;118. doi:10.1016/j.tate.2022.103808

1582.  Sjølie E, Espenes TC, Buø R. Social interaction and agency in self-organizing student teams during their transition from face-to-face to online learning. Comput Educ. 2022;189. doi:10.1016/j.compedu.2022.104580

1583.  Beimel D. Closing the gap through active learning variety and extent: A large-scale assessment of teaching clarity and course evaluation among students with learning disabilities. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101484

1584.  Iku-Silan A, Hwang GJ, Chen CH. Decision-guided chatbots and cognitive styles in interdisciplinary learning. Comput Educ. 2023;201. doi:10.1016/j.compedu.2023.104812

1585.  Fan Y, Jovanović J, Saint J, Jiang Y, Wang Q, Gašević D. Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104404

1586.  Gleisner Villasmil L. The Effects of Influencing Factors on Upper Secondary School Teachers’ Use of Digital Learning Resources for Teaching. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100210

1587.  Chen CM, Ming-Chaun L, Kuo CP. A game-based learning system based on octalysis gamification framework to promote employees’ Japanese learning. Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104899

1588.  Ng DTK, Ching ACH, Law SW. Online learning in management education amid the pandemic: A bibliometric and content analysis. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100796

1589.  Muttaqin S, Rohmah Z, Junining E. Modelling an English learning community of practice (CoP) to promote bilingualism. Int J Educ Res Open. 2025;9. doi:10.1016/j.ijedro.2025.100521

1590.  Martin-Kerr KG, Rombalski A, Israelson M. Examining reflection as a tool to develop equity-mindedness in future educators: One teacher candidate’s reflection with a mentor through three theoretical lenses. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103782

1591.  Ghamrawi N, Naccache H, Shal T. Teacher Leadership and Teacher Wellbeing: Any Relationship? Int J Educ Res. 2023;122. doi:10.1016/j.ijer.2023.102261

1592.  Langelaan BN, Gaikhorst L, Smets W, Oostdam RJ. Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2023.104464

1593.  Sanusi IT, Oyelere SS, Omidiora JO. Exploring teachers’ preconceptions of teaching machine learning in high school: A preliminary insight from Africa. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2021.100072

1594.  Weidlich J, Gotsch F, Schudel K, et al. Teacher, peer, or AI? Comparing effects of feedback sources in higher education. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100300

1595.  Shamsuddinova S, Heryani P, Naval MA. Evolution to revolution: Critical exploration of educators’ perceptions of the impact of Artificial Intelligence (AI) on the teaching and learning process in the GCC region. Int J Educ Res. 2024;125. doi:10.1016/j.ijer.2024.102326

1596.  Shafii RA, Berger JL. Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review. Stud Educ Eval. 2025;86. doi:10.1016/j.stueduc.2025.101496

1597.  Gray S, Sandford R, Quarmby T, Hooper O. Exploring pre-service physical education teachers’ trauma-related learning experiences in schools. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104212

1598.  Schmitz ML, Antonietti C, Consoli T, Cattaneo A, Gonon P, Petko D. Transformational leadership for technology integration in schools: Empowering teachers to use technology in a more demanding way. Comput Educ. 2023;204. doi:10.1016/j.compedu.2023.104880

1599.  Marcon ML, Sehnem S. Heading towards sustainability: An exploration of circular economy teaching methodologies through games, online platforms, and digital innovations. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.100995

1600.  Hackett J, Fernandes-Williams RM, Summers A, Kabani S, Hendrick RC, Albright T. Walking the walk: Deepening critical consciousness through experiential place-based teacher education. Teach Teach Educ. 2025;164. doi:10.1016/j.tate.2025.105105

1601.  Rodríguez Rincón Y, Munárriz A, Magreñán Ruiz A. A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101072

1602.  Hilal YY. Exploring teachers’ perceptions of professional learning for reflection: Unearthing the Murabbi within a Habermasian colonised lifeworld. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105131

1603.  Chalkley AE, Mandelid MB, Thurston M, et al. “Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK. Teach Teach Educ. 2022;118. doi:10.1016/j.tate.2022.103825

1604.  Kim HY. CALL teacher training and knowledge development. Int J Educ Res. 2022;116. doi:10.1016/j.ijer.2022.102077

1605.  Gorham T, Majumdar R, Ogata H. Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101352

1606.  Hsiao JC, Cheng CY, Lin SSJ. When the school door closes, do teachers open a window? Using diary method to investigate teachers’ online teaching practices and momentary experiences in crisis. Comput Educ. 2023;194. doi:10.1016/j.compedu.2022.104678

1607.  Verma N, Getenet DS, Dann DC, Shaik T. Designing an artificial intelligence tool to understand student engagement based on teacher’s behaviours and movements in video conferencing. Comput Educ Artif Intell. 2023;5. doi:10.1016/j.caeai.2023.100187

1608.  Geraldo-Campos LA, Rosales-Gomero RA, Quijaite JJS, Saintila J. Psychometric properties of the digital competences scale in regular basic education teachers. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2024.100327

1609.  Janssens L, Kuppens T, Andersson P, Struyven K. Transformative learning in business economics education: The development of a measurement instrument to detect student perspectives. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100988

1610.  Questa-Torterolo M, Cabrera Borges C, Fajardo Puentes C. A case of teaching in multigrade classrooms in Uruguay: Challenges and opportunities for learning and teaching in inclusive environments. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102594

1611.  Mendoza NB, Cheng ECK, Yan Z. Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Stud Educ Eval. 2022;73. doi:10.1016/j.stueduc.2022.101139

1612.  Baidoo-Anu D, Asamoah D, Adusei A. Teachers’ beliefs and attitudes towards students’ self assessment: A latent profile analysis. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100275

1613.  Navío-Marco J, Mendieta-Aragón A, Fernández de Tejada Muñoz V, Bautista-Cerro Ruiz MJ. Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects. Int J Manag Educ. 2024;22(2). doi:10.1016/j.ijme.2024.100963

1614.  Olivos F, Yuan X. Teachers’ beliefs about educational quality: Examining the power of school settings through survey experiments. Teach Teach Educ. 2023;129. doi:10.1016/j.tate.2023.104140

1615.  Hooshyar D, Weng X, Sillat PJ, Tammets K, Wang M, Hämäläinen R. The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining. Comput Educ. 2024;223. doi:10.1016/j.compedu.2024.105169

1616.  Denston A, Martin R, Fickel L, O’Toole V. Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103813

1617.  Ardenlid F, Lundqvist J, Sund L. A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2025.100439

1618.  Cheah YH, Oliveri AR, Hughes JE. Unpacking K-12 teachers’ technology-supported, equitable practices: A mixed-methods systematic review. Teach Teach Educ. 2023;125. doi:10.1016/j.tate.2022.103984

1619.  Chang S. Developing preservice bilingual teachers’ transformative agency. Teach Teach Educ. 2024;137. doi:10.1016/j.tate.2023.104405

1620.  Yang W, Luo H, Zeng Y. A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teach Teach Educ. 2022;114. doi:10.1016/j.tate.2022.103716

1621.  Schmidt SK, Bratland-Sanda S, Bongaardt R. Young adolescents’ lived experience with teacher-led classroom-based physical activity: A phenomenological study. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103777

1622.  Coda J. Learning the rules and then disrupting them: LGBQ Spanish language teachers’ resistance to heteronormativity. Teach Teach Educ. 2023;122. doi:10.1016/j.tate.2022.103980

1623.  Tondeur J, Howard SK, Scherer R, Siddiq F. Untangling the Great Online Transition: A network model of teachers’ experiences with online practices. Comput Educ. 2023;203. doi:10.1016/j.compedu.2023.104866

1624.  Jensen H, Rørbæk LL. Smoothing the path to practice: Playful learning raises study happiness and confidence in future roles among student teachers and student ECE teachers. Stud Educ Eval. 2022;74. doi:10.1016/j.stueduc.2022.101156

1625.  Piper B, Dubeck MM. Responding to the learning crisis: Structured pedagogy in sub-Saharan Africa. Int J Educ Dev. 2024;109. doi:10.1016/j.ijedudev.2024.103095

1626.  Hong Y, Saab N, Admiraal W. Approaches and game elements used to tailor digital gamification for learning: A systematic literature review. Comput Educ. 2024;212. doi:10.1016/j.compedu.2024.105000

1627.  Rose P, Sayed Y. Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action? Int J Educ Dev. 2024;104. doi:10.1016/j.ijedudev.2023.102936

1628.  Barnes-Story AE, Robinette JJ, Wawire BA, Jere B. Teaching and managing large classes: A global scoping review of methods with primary and secondary learners. Int J Educ Dev. 2025;119. doi:10.1016/j.ijedudev.2025.103450

1629.  Woodford H, Southcott J, Gindidis M. Lurking with intent: Teacher purposeful learning using facebook. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103913

1630.  Mercado EM, Bailey EN, Davies KH. Secondary choral students’ and preservice music educators’ perceptions of a service-learning experience in the United States: An action research study. Br J Music Educ. 2023;40(3):325-337. doi:10.1017/S0265051723000256

1631.  Song Y, Cao J, Yang Y, Looi CK. Mapping primary students’ mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics. Int J Educ Res. 2022;114. doi:10.1016/j.ijer.2022.101992

1632.  Brogden L, Bernie D, Boston M, et al. A learning design framework for community resilience: International and transdisciplinary perspectives on a boundary object. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100200

1633.  Ayanwale MA, Sanusi IT, Adelana OP, Aruleba KD, Oyelere SS. Teachers’ readiness and intention to teach artificial intelligence in schools. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100099

1634.  Nguyen H, Mouw JM, Mali A, Strijbos JW, Korpershoek H. Developing a Technological Pedagogical and Content Knowledge (TPACK) survey for university teachers. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100202

1635.  Reeves TD, Hamilton V. Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S.: An analysis of TALIS 2018. Stud Educ Eval. 2022;75. doi:10.1016/j.stueduc.2022.101216

1636.  Villeneuve A, Bouchamma Y. Data-driven decision making using local multi-source data: Analysis of a teacher-researcher’s professional practice. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104198

1637.  van der Stap N, van den Bogaart T, van Ginkel S, Rahimi E, Versendaal J. Towards teaching strategies addressing online learning in blended learning courses for adult-learners. Comput Educ. 2024;219. doi:10.1016/j.compedu.2024.105103

1638.  Handeland JA, Prinz A, Ekra EMR, Fossum M. The sense of a patient: An ethnographic multi-site field study exploring the influence of manikins on nursing students’ learning. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2021.100110

1639.  Kevin A, Bakker M, van Loon AM, Kral M, Camp G. Young learners’ motivation, self-regulation and performance in personalized learning. Comput Educ. 2025;226. doi:10.1016/j.compedu.2024.105208

1640.  Rotem SH, Michal. Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103932

1641.  Sintayehu B, Ahmed A, Sudhakar J. Impact of institutional crisis on the process of teaching-learning at Haramaya University. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100140

1642.  Hughes J, Robb JA, Hagerman MS, Laffier J, Cotnam-Kappel M. What makes a maker teacher? Examining key characteristics of two maker educators. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2021.100118

1643.  Creely E, Bao D, Waterhouse P. Enhancing initial teacher education through poetry: Explorations of the pedagogical practices of three poet-educators. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103847

1644.  Richter E, Carpenter JP, Meyer A, Richter D. Digital social support among educators in social media: An international comparative study of tweets and replies in #teachertwitter and #twlz. Comput Educ. 2024;221. doi:10.1016/j.compedu.2024.105137

1645.  Ricks PH, Young TA. The negotiations of teaching and learning that occur during a picturebook read-aloud with teacher candidates. Teach Teach Educ. 2023;124. doi:10.1016/j.tate.2023.104013

1646.  Lin Q, Gao X. Exploring the predictors of teachers’ teaching autonomy: A three-level international study. Teach Teach Educ. 2023;135. doi:10.1016/j.tate.2023.104338

1647.  Rauf MA, Khalil MMY, Wang W, Wang Q, Ghani MANU, Hassan J. BCE4ZSR: Bi-encoder empowered by teacher cross-encoder for zero-shot cold-start news recommendation. Inf Process Manag. 2024;61(3). doi:10.1016/j.ipm.2024.103686

1648.  Horwitz EB, Johnson DT, Lyberg-Åhlander V, Sahlén B, Laukka P, Bygdéus P. Making space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden. Br J Music Educ. 2024;41(2):209-223. doi:10.1017/S0265051723000360

1649.  Vanner C, Holloway A, Almanssori S. Teaching and learning with power and privilege: Student and teacher identity in education about gender-based violence. Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103755

1650.  Alfredo R, Echeverria V, Jin Y, et al. Human-centred learning analytics and AI in education: A systematic literature review. Comput Educ Artif Intell. 2024;6. doi:10.1016/j.caeai.2024.100215

1651.  Yang W, Wang C, Lin C, Du Y. Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104836

1652.  Thoma R, Farassopoulos N, Lousta C. Teaching STEAM through universal design for learning in early years of primary education: Plugged-in and unplugged activities with emphasis on connectivism learning theory. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104210

1653.  Yang M, Oh Y, Lim S, Kim T. Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism. Teach Teach Educ. 2023;126. doi:10.1016/j.tate.2023.104051

1654.  Zhu M, Berri S, Huang Y, Masoud S. Computer science and engineering students’ self-directed learning strategies and satisfaction with online learning. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100168

1655.  Schmidt SK, Bratland-Sanda S, Bongaardt R. Secondary school teachers’ experiences with classroom-based physically active learning: “I’m excited, but it’s really hard.” Teach Teach Educ. 2022;116. doi:10.1016/j.tate.2022.103753

1656.  Kacmaz G, Dubé AK. Measuring teacher scaffolding in game-based learning: Emotional and responsibility scaffolds lead while resources and previous game experience shape practices. Comput Educ. 2025;237. doi:10.1016/j.compedu.2025.105393

1657.  Scherer R, Siddiq F, Howard SK, Tondeur J. Gender divides in teachers’ readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared? Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104774

1658.  Mühling A, Große-Bölting G. Novices’ conceptions of machine learning. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100142

1659.  Saito A. “I chose to receive teacher training because …” Motivations for teaching and career aspirations among teacher education students in Japan. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2024.100330

1660.  Mali D, Lim HJ, Roberts M, EL Fakir A. An analysis of how a collaborative teaching intervention can impact student mental health in a blended learning environment. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100853

1661.  Iqbal M, Singh K, Khan S, et al. Teaching AI awareness in middle school classrooms: Design, implementation and evaluation of two education modules on algorithmic bias and filter bubbles. Comput Educ Artif Intell. 2025;8. doi:10.1016/j.caeai.2025.100425

1662.  Xu L. Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101042

1663.  Hsu TC, Chang C, Lin YW. Effects of voice assistant creation using different learning approaches on performance of computational thinking. Comput Educ. 2023;192. doi:10.1016/j.compedu.2022.104657

1664.  del Gobbo E, Guarino A, Cafarelli B, Grilli L, Limone P. Automatic evaluation of open-ended questions for online learning. A systematic mapping. Stud Educ Eval. 2023;77. doi:10.1016/j.stueduc.2023.101258

1665.  Rusznyak L, Österling L. What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics. Teach Teach Educ. 2024;151. doi:10.1016/j.tate.2024.104745

1666.  Trabelsi O, Yaakoubi M, Ghorbel A, et al. Direct vs. video observation of skill performance: effects on peer feedback dynamics in motor learning. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100296

1667.  Moylan R, Code J, O’Brien H. Teaching and AI in the postdigital age: Learning from teachers’ perspectives. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104851

1668.  Abakah E, Addae D, Amuzu D. Continuing professional development (CPD) at a distance: Teachers’ reflections on enhancing distance education (DE) provision. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100304

1669.  Tay J, Goh YM, Safiena S, Bound H. Designing digital game-based learning for professional upskilling: A systematic literature review. Comput Educ. 2022;184. doi:10.1016/j.compedu.2022.104518

1670.  Soni V, Banwet DK. Does a student’s attendance and a classroom task significantly enhance learning outcomes? Implications of policy in gamely and management education. Int J Manag Educ. 2025;23(2). doi:10.1016/j.ijme.2025.101163

1671.  Mathisen L, Søreng SU. The becoming of online students’ learning landscapes: The art of balancing studies, work, and private life. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100165

1672.  Greaves M, Atchan T, Halabi N, Bahous R. Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency. Teach Teach Educ. 2025;157. doi:10.1016/j.tate.2025.104948

1673.  Liu S, Yin H. Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools. Teach Teach Educ. 2024;139. doi:10.1016/j.tate.2023.104443

1674.  Slijepcevic N, Huang W. Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions. Internet High Educ. 2025;67. doi:10.1016/j.iheduc.2025.101020

1675.  Alonso-Nuez MJ, Gil-Lacruz AI, Rosell-Martínez J. Pass or good grades: Direct and mediated effects of a teaching method. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2024.100937

1676.  Chaipidech P, Srisawasdi N, Kajornmanee T, Chaipah K. A personalized learning system-supported professional training model for teachers’ TPACK development. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100064

1677.  Calderón A, Masterson M, Boynuegri E. Learning online and teaching face to face: Exploring the planned and enacted conception of teaching of preservice teachers on school placement. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104598

1678.  Rezai A, Soyoof A, Lee Reynolds B. Ecological factors affecting students’ use of informal digital learning of English: EFL teachers’ perceptions. Teach Teach Educ. 2024;145. doi:10.1016/j.tate.2024.104629

1679.  Zhou W, Nakatsubo F, Wu J, Liu K. Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers. Comput Educ. 2022;191. doi:10.1016/j.compedu.2022.104617

1680.  Chen CY. Flipped classroom with case-based learning for improving preservice teachers’ classroom management learning outcomes. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104785

1681.  Kousar R, Bhadra S. Exploration of teachers’ experiences in the border conflict zone of Jammu region (India): Thriving need for peace building. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102653

1682.  Caskurlu S, Castellanos-Reyes D, Lim J, Kozan K. The community of inquiry framework and learning analytics: A systematic review of previous research. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100289

1683.  Grijpma JW, de la Croix A, Meeter M, Kusurkar RA. Changes in student appreciation of small-group active learning: A follow-up q-methodological study. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100199

1684.  Gans N, Logan MW, Alexander PA. Exploring the presence of culturally sustaining and active learning teaching practices in college classrooms. Teach Teach Educ. 2025;162. doi:10.1016/j.tate.2025.105055

1685.  Meij E, Smits A, Meeter M. Which principles of learning do teachers and teacher educators use and how are they articulated in their pedagogical decision-making? Teach Teach Educ. 2025;167. doi:10.1016/j.tate.2025.105201

1686.  Atkinson R. Incidental professional development in music education for generalist teaching staff through supporting pupils in expert-led authentic music projects. Br J Music Educ. 2025;42(1):4-17. doi:10.1017/S0265051724000184

1687.  Yang T, Dong C. What influences teachers’ implementation of ICT in early childhood education? A qualitative exploration based on an ecological-TPACK framework. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100228

1688.  Aliabadi RB, Weisi H. Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100262

1689.  Meedendorp A, Deunk MI. Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review. Educ Res Rev. 2025;46. doi:10.1016/j.edurev.2025.100664

1690.  Tsai CW, Lee L, Yu-Ching Lin M, Cheng YP, Lin CH, Tsai MC. Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course. Comput Educ. 2025;232. doi:10.1016/j.compedu.2025.105305

1691.  Seufert C, Oberdörfer S, Roth A, Grafe S, Lugrin JL, Latoschik ME. Classroom management competency enhancement for student teachers using a fully immersive virtual classroom. Comput Educ. 2022;179. doi:10.1016/j.compedu.2021.104410

1692.  Nielsen AMV, Daugaard HT, Scavenius C, Juul H. Combining morphological and contextual strategy instruction to enhance word learning. Int J Educ Res. 2022;112. doi:10.1016/j.ijer.2021.101920

1693.  Toding M, Mädamürk K, Venesaar U, Malleus E. Teachers’ mindset and attitudes towards learners and learning environment to support students’ entrepreneurial attitudes in universities. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2023.100769

1694.  Alejo-González R, Lucero M, Schleppegrell M, Sánchez A. Student-teacher interaction in CLIL and non-CLIL elementary education. J Immers Content-Based Lang Educ. 2023;11(1):4-28. doi:10.1075/jicb.21005.ale

1695.  Mendler A, Vedder-Weiss D. Facework in teacher collaborative learning: Does choice of classroom representation matter? Teach Teach Educ. 2023;136. doi:10.1016/j.tate.2023.104339

1696.  Al Ghatrifi MOM, Al Amairi JSS, Thottoli MM. Surfing the technology wave: An international perspective on enhancing teaching and learning in accounting. Comput Educ Artif Intell. 2023;4. doi:10.1016/j.caeai.2023.100144

1697.  López-Hernández A, Buckingham LR, Strotmann B. Enhancing learning-oriented assessment through co-teaching in higher education. Stud Educ Eval. 2023;79. doi:10.1016/j.stueduc.2023.101307

1698.  Erbay-Çetinkaya Ş. A triadic support framework for reflective teacher identity: Peer, AI, and faculty collaboration within a community of practice. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105239

1699.  Zou J, Jiang S. Adaptive instructional designs in blended learning to enhance student engagement and self-regulation. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100299

1700.  Effendi T, Thurston A, MacKenzie A. A systematic evidence synthesis of disability and inclusive pedagogy in initial teacher training in English as a Foreign Language. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100350

1701.  Hou Y, Chen S, Yu S. Intersection of culture, professionalism, and gender: Why Chinese female novice teachers fail to manage conflicts in professional learning communities. Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104244

1702.  Bueno RW da S, Niess ML. Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses. Comput Educ. 2023;205. doi:10.1016/j.compedu.2023.104895

1703.  Woltran F, Schwab S. Divided by language: A systematic review of teacher views in segregated language learning settings. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2025.104939

1704.  Sanusi IT, Agbo FJ, Dada OA, et al. Stakeholders’ insights on artificial intelligence education: Perspectives of teachers, students, and policymakers. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100212

1705.  Li B, Tan YL, Wang C, Lowell V. Two years of innovation: A systematic review of empirical generative AI research in language learning and teaching. Comput Educ Artif Intell. 2025;9. doi:10.1016/j.caeai.2025.100445

1706.  Ronaghi MH. A new approach to business ethics education: Virtual reality-based flipped learning. Int J Manag Educ. 2024;22(3). doi:10.1016/j.ijme.2024.101076

1707.  Hughes RE, Marhatta P. Learning to ask their own questions: How elementary students develop social studies inquiry questions. Teach Teach Educ. 2023;127. doi:10.1016/j.tate.2023.104094

1708.  Shinas VH, Wen H. Preparing teacher candidates to implement digital storytelling. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100079

1709.  Evang HJ. Developing professional vision: Mathematics teacher candidates’ negotiation of knowledge when discussing model videos from classrooms. Teach Teach Educ. 2025;168. doi:10.1016/j.tate.2025.105160

1710.  Sun X, Zhou J, Liu LB, Li Q. Teacher resilience development in rural Chinese schools: Patterns and cultural influences. Teach Teach Educ. 2024;147. doi:10.1016/j.tate.2024.104656

1711.  Hülshoff A, Jucks R. Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs. Comput Educ Open. 2024;7. doi:10.1016/j.caeo.2024.100199

1712.  Ye D, Pennisi S. Using trace data to enhance Students’ self-regulation: A learning analytics perspective. Internet High Educ. 2022;54. doi:10.1016/j.iheduc.2022.100855

1713.  Scanlon D, MacPhail A, Calderón A. A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in “becoming different.” Teach Teach Educ. 2022;115. doi:10.1016/j.tate.2022.103730

1714.  Weijsenfeld FGJ, Sarmah DK. Gamifying cybersecurity: A narrative-driven approach to teaching steganography. Comput Educ Open. 2025;9. doi:10.1016/j.caeo.2025.100288

1715.  Yim SY, Ahn T youn. Learning silence and passivity: Novice teacher’s participation in teaching community. Teach Teach Educ. 2024;143. doi:10.1016/j.tate.2024.104551

1716.  Eid L. Teacher-student relationship quality as a pathway for justice-oriented educational reform: Insights from Egyptian schools. Int J Educ Dev. 2025;119. doi:10.1016/j.ijedudev.2025.103456

1717.  Ding ACE, Shi L, Yang H, Choi I. Enhancing teacher AI literacy and integration through different types of cases in teacher professional development. Comput Educ Open. 2024;6. doi:10.1016/j.caeo.2024.100178

1718.  Wu L, O’Mara-Eves A, Dickson K. School connectedness in the investigation of adolescents’ learning and well-being development: Protocol for a scoping review. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102761

1719.  Ding ACE, Yu CH. Serious game-based learning and learning by making games: Types of game-based pedagogies and student gaming hours impact students’ science learning outcomes. Comput Educ. 2024;218. doi:10.1016/j.compedu.2024.105075

1720.  Frei-Landau R, Levin O. The virtual Sim(HU)lation model: Conceptualization and implementation in the context of distant learning in teacher education. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103798

1721.  Smet M. Teacher mentorship and job satisfaction: A cross-national econometric analysis of mentees and mentors. Int J Educ Res. 2025;134. doi:10.1016/j.ijer.2025.102773

1722.  Keleş U, Yazan B, Üzüm B, Akayoğlu S. Language teacher candidates’ representation of Türkiye’s East and West: A critical discourse analysis of online discussions in a telecollaboration. Linguist Educ. 2024;81. doi:10.1016/j.linged.2024.101305

1723.  Richter E, Richter D. Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101357

1724.  Backfisch I, Sibley L, Lachner A, Kirchner KT, Hische C, Scheiter K. Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teach Teach Educ. 2024;142. doi:10.1016/j.tate.2024.104532

1725.  Sahin E, Suh JK, Hand B, Fulmer G. Unpacking teachers’ orientations toward a knowledge generation approach: Do we need to go beyond epistemology? Teach Teach Educ. 2023;132. doi:10.1016/j.tate.2023.104264

1726.  Jusslin S, Korpinen K, Lilja N, Martin R, Lehtinen-Schnabel J, Anttila E. Embodied learning and teaching approaches in language education: A mixed studies review. Educ Res Rev. 2022;37. doi:10.1016/j.edurev.2022.100480

1727.  Henadirage A, Gunarathne N. Retaining remote teaching and assessment methods in accounting education: Drivers and challenges in the post-pandemic era. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100810

1728.  Dale ME, Godley AJ, Capello SA, Donnelly PJ, D’Mello SK, Kelly SP. Toward the automated analysis of teacher talk in secondary ELA classrooms. Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103584

1729.  Bergström P, Wiklund-Engblom A. Who’s got the power? Unpacking three typologies of teacher practice in one-to-one computing classrooms in Finland. Comput Educ. 2022;178. doi:10.1016/j.compedu.2021.104396

1730.  Ratten V. The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. Int J Manag Educ. 2023;21(2). doi:10.1016/j.ijme.2023.100777

1731.  Erhel S, Michinov N, Noël A, Gonthier C. Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education. Internet High Educ. 2022;55. doi:10.1016/j.iheduc.2022.100876

1732.  Copur-Gencturk Y, Li J. Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth. Teach Teach Educ. 2023;121. doi:10.1016/j.tate.2022.103949

1733.  Jamet E, Michinov E. Effects of verbal and visual support on learning by tablet-based drawing. Comput Educ. 2022;181. doi:10.1016/j.compedu.2022.104460

1734.  Daltoè T, Ruth-Herbein E, Brucker B, et al. Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings. Comput Educ. 2024;213. doi:10.1016/j.compedu.2023.104976

1735.  Graus M, van de Broek A, Hennissen P, Schils T. Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system. Teach Teach Educ. 2022;111. doi:10.1016/j.tate.2021.103624

1736.  You JJ. A ‘sensitising’ perspective on understanding students’ learning experiences in case studies. Int J Manag Educ. 2022;20(2). doi:10.1016/j.ijme.2022.100615

1737.  Tseng TH, Wu TY, Lian YH, Zhuang BK. Developing a value-based online learning model to predict learners’ reactions to internet entrepreneurship education: The moderating role of platform type. Int J Manag Educ. 2023;21(3). doi:10.1016/j.ijme.2023.100867

1738.  Matsko KK, Wallace J, Feiman-Nemser S, Hammerness K, Kavanagh SS. Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning. Teach Teach Educ. 2024;138. doi:10.1016/j.tate.2023.104410

1739.  Schadl C, Ufer S. Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students. J Educ Psychol. 2023;115(7):985-1003. doi:10.1037/edu0000808

1740.  Huang L, Zhao D, Zhou S. Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning. Stud Educ Eval. 2024;81. doi:10.1016/j.stueduc.2024.101346

1741.  Dubey PKK, Nadzam J, Little TD. Teachers’ pathways to the profession and their attitudes toward diverse classrooms. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105106

1742.  Chen L. Facilitating teacher learning in professional learning communities through action research: A qualitative case study in China. Teach Teach Educ. 2022;119. doi:10.1016/j.tate.2022.103875

1743.  Gehlbach H, Mascio B, McIntyre J. Social Perspective Taking: A Professional Development Induction to Improve Teacher–Student Relationships and Student Learning. J Educ Psychol. 2022;115(2):330-348. doi:10.1037/edu0000762

1744.  Fassbender U, Papenbrock J, Pilz M. Teaching entrepreneurship to life-science students through Problem Based Learning. Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100685

1745.  Schmid RF, Borokhovski E, Bernard RM, Pickup DI, Abrami PC. A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers. Comput Educ Open. 2023;5. doi:10.1016/j.caeo.2023.100142

1746.  Kassem R, Mitsakis F. Barriers to Teaching and Research Provision in the UK Higher Education Sector During the Covid-19 Pandemic. High Educ Policy. 2025;38(1):83-105. doi:10.1057/s41307-023-00333-0

1747.  Avishai T, Palatnik A, Ben-David Kolikant Y. Amplifiers and filters in teacher learning of student-centered mathematics instruction. Teach Teach Educ. 2025;156. doi:10.1016/j.tate.2025.104943

1748.  Kingma T, Smits A, Jaarsma D, Voogt J. What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2024.100331

1749.  Parfitt A, Gristy C, Read S, Garland MC. Multigrade teaching and learning: Developing theoretical frameworks through mapping conceptual territories with an inclusive education lens. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102675

1750.  Jeon EY. The impact of microteaching on preservice EFL teachers: Addressing foreign language teaching anxiety and professional development. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105153

1751.  Amorim AN, Jeon L, Abel Y, et al. Exploring the Use of Escribo Play Mobile Learning Games to Foster Early Mathematics for Low-Income First-Grade Children. Comput Educ. 2023;199. doi:10.1016/j.compedu.2023.104759

1752.  Valderrey F, Sánchez A, Davis A, Szymanski M. Crossing the ocean to teach international business. Is it worth the trouble? Int J Manag Educ. 2022;20(3). doi:10.1016/j.ijme.2022.100680

1753.  Digby J. Is music on the wane? A small mixed methods study exploring musical learning in the school reception class in the East of England. Br J Music Educ. 2023;40(1):124-140. doi:10.1017/S0265051722000225

1754.  Topa W. How decolonizing/indigenizing schooling can build community: A fictional case study on bringing “spirituality” back to learning. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.102018

1755.  Atuhurra J, Kaffenberger M. Measuring education system coherence: Alignment of curriculum standards, examinations, and teacher instruction in Tanzania and Uganda. Int J Educ Dev. 2022;92. doi:10.1016/j.ijedudev.2022.102598

1756.  Xu L, Hinds A, Rakisheva A, El Souefi N, Witt A. Beyond borders: Virtual Global Engagement in teacher education. Teach Teach Educ. 2025;165. doi:10.1016/j.tate.2025.105133

1757.  Reeve J, Cheon SH. Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test. Teach Teach Educ. 2024;148. doi:10.1016/j.tate.2024.104702

1758.  Ma Q, Hedges H. A critical realist analysis of kindergarten teachers’ professional identity in Chinese policy. Int J Educ Res. 2024;128. doi:10.1016/j.ijer.2024.102491

1759.  Anning AS. Professional learning facilitators’ contribution to sustainable STEM teacher learning in regional contexts. Int J Educ Res Open. 2025;8. doi:10.1016/j.ijedro.2024.100406

1760.  Espinoza AM, Strasser K, Kessels U, Morales MF. Stereotyped perceptions of readers: an experimental vignette study with high school students and teachers. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102744

1761.  Ribosa J, Noguera I, Monguillot M, Duran D. Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation. Teach Teach Educ. 2024;140. doi:10.1016/j.tate.2024.104469

1762.  Adu EO, Zondo SS. Enhancing teachers’ digital skills in teaching of economics in south african secondary schools. Int J Educ Res Open. 2024;6. doi:10.1016/j.ijedro.2023.100310

1763.  Jiang Q. The impact of Kodály, Orff Schulwerk, and Suzuki music teaching methods on the development of students’ musical abilities: A systematic review. Teach Teach Educ. 2025;159. doi:10.1016/j.tate.2025.104991

1764.  Wong SSH, Lim KYL, Lim SWH. To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More Than Retrieval Practice and Concept-Mapping. J Educ Psychol. 2023;115(6):798-812. doi:10.1037/edu0000802

1765.  O’Connor J, Ludgate S, Le QV, Le HT, Huynh PDP. Lessons from the pandemic: Teacher educators’ use of digital technologies and pedagogies in Vietnam before, during and after the Covid-19 lockdown. Int J Educ Dev. 2023;103. doi:10.1016/j.ijedudev.2023.102942

1766.  Lee D, Yeo S. Developing an AI-based chatbot for practicing responsive teaching in mathematics. Comput Educ. 2022;191. doi:10.1016/j.compedu.2022.104646

1767.  Khanolainen D, Nesterova Y, Semenova E, Fatkhulova E, Trach J. Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment. Int J Educ Res. 2024;127. doi:10.1016/j.ijer.2024.102420

1768.  Fandos-Herrera C, Jiménez-Martínez J, Orús C, Pérez-Rueda A, Pina JM. The influence of personality on learning outcomes and attitudes: The case of discussants in the classroom. Int J Manag Educ. 2023;21(1). doi:10.1016/j.ijme.2022.100754

1769.  Zhao L, Liu X, Wang C, Su YS. Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning. Comput Educ. 2022;181. doi:10.1016/j.compedu.2022.104445

1770.  Rejeb A, Rejeb K, Appolloni A, Treiblmaier H, Iranmanesh M. Exploring the impact of ChatGPT on education: A web mining and machine learning approach. Int J Manag Educ. 2024;22(1). doi:10.1016/j.ijme.2024.100932

1771.  Ding C. Examining the context of better science literacy outcomes among U.S. schools using visual analytics: A machine learning approach. Int J Educ Res Open. 2022;3. doi:10.1016/j.ijedro.2022.100191

1772.  Konstantinidis A. An integrative review of the literature on factors influencing student well-being in the learning environment. Int J Educ Res Open. 2024;7. doi:10.1016/j.ijedro.2024.100384

1773.  Barbier K, Struyf E, Donche V. Teachers’ beliefs about and educational practices with high-ability students. Teach Teach Educ. 2022;109. doi:10.1016/j.tate.2021.103566

1774.  Pynnönen L, Hietajärvi L, Kumpulainen K, Lipponen L. Overcoming illiteracy through game-based learning in refugee camps and urban slums. Comput Educ Open. 2022;3. doi:10.1016/j.caeo.2022.100113

1775.  Corcoran RP, O’Flaherty J. Social and emotional learning in teacher preparation: Pre-service teacher well-being. Teach Teach Educ. 2022;110. doi:10.1016/j.tate.2021.103563

1776.  Warren AN, Karam FJ. Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education. Teach Teach Educ. 2024;144. doi:10.1016/j.tate.2024.104587

1777.  Njenga M. Continuing professional development of vocational teachers in Kenya: Motivations, practices and teacher profiles. Int J Educ Res Open. 2023;5. doi:10.1016/j.ijedro.2023.100282

1778.  Grannäs J, Frelin A, Lorentzi K, Bergström ML. Designing and building safer schools using two visual methods for teacher evaluation. Int J Educ Res. 2025;133. doi:10.1016/j.ijer.2025.102721

1779.  Hlosta M, Herodotou C, Papathoma T, Gillespie A, Bergamin P. Predictive learning analytics in online education: A deeper understanding through explaining algorithmic errors. Comput Educ Artif Intell. 2022;3. doi:10.1016/j.caeai.2022.100108

1780.  Chen X, Zuo H, Lu H. A latent profile analysis of achievement emotions and their relationships with students’ perceived teaching quality in mathematics classrooms. Teach Teach Educ. 2025;155. doi:10.1016/j.tate.2024.104893

1781.  McLean L, Granger KL, Chow JC. Associations between elementary teachers’ mental health and students’ engagement across content areas. Contemp Educ Psychol. 2023;75. doi:10.1016/j.cedpsych.2023.102231

1782.  Chevalier M, Giang C, El-Hamamsy L, et al. The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school. Comput Educ. 2022;180. doi:10.1016/j.compedu.2022.104431

1783.  Hutain J, Michinov N. Improving student engagement during in-person classes by using functionalities of a digital learning environment. Comput Educ. 2022;183. doi:10.1016/j.compedu.2022.104496

1784.  Maruyama T. Strengthening Support of Teachers for Students to Improve Learning Outcomes in Mathematics: Empirical Evidence on a Structured Pedagogy Program in El Salvador. Int J Educ Res. 2022;115. doi:10.1016/j.ijer.2022.101977

1785.  Lim J, Lee U, Koh J, et al. Development and implementation of a generative artificial intelligence-enhanced simulation to enhance problem-solving skills for pre-service teachers. Comput Educ. 2025;232. doi:10.1016/j.compedu.2025.105306

1786.  Ho HCY, Poon KT, Chan KKS, Cheung SK, Datu JAD, Tse CYA. Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program. Comput Educ. 2023;195. doi:10.1016/j.compedu.2023.104725

1787.  Kutnick P, Gartland C, Good D. Evaluating a programme for the continuing professional development of STEM teachers working within inclusive secondary schools in the UK. Int J Educ Res. 2022;113. doi:10.1016/j.ijer.2022.101974

1788.  Zhu G, Chen M. Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach. Teach Teach Educ. 2022;117. doi:10.1016/j.tate.2022.103734

1789.  von Hagen A, Balbi A, Bonilla M, Arbildi C. What do we mean when we talk about teacher professional development in formative assessment? A systematic review. Int J Educ Res. 2025;131. doi:10.1016/j.ijer.2025.102586

1790.  Turner M, Tour E. Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia. Teach Teach Educ. 2025;153. doi:10.1016/j.tate.2024.104835

1791.   Farrow JM, Kavanagh SS, Samudra P, Pupik Dean C. The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning. Teach Teach Educ. 2024;152. doi:10.1016/j.tate.2024.104776

Tidak ada komentar:

Posting Komentar