Rabu, 21 Oktober 2026

Transformasi Teab

 

 1. Abedi, E. A. (2024). “We [teachers] first require basic technical [skills] training”: Investigating formal professional development pathways and knowledge needs of teachers for technology integration. Education and Information Technologies, 29(10), 11793–11814. https://doi.org/10.1007/s10639-023-12344-w

2. Abuhassira, H. Y., Razak, A. Z. A., & Hoque, K. E. (2024). The impact of transformational leadership on classroom interaction in UAE secondary schools. Education and Information Technologies, 29(17), 22757–22778. https://doi.org/10.1007/s10639-024-12701-3

3. Acosta-Enriquez, B. G., Arbulú Ballesteros, M. A., Arbulu Perez Vargas, C. G., Orellana Ulloa, M. N., Gutiérrez Ulloa, C. R., Pizarro Romero, J. M., Gutiérrez Jaramillo, N. D., Cuenca Orellana, H. U., Ayala Anzoátegui, D. X., & López Roca, C. (2024). Knowledge, attitudes, and perceived Ethics regarding the use of ChatGPT among generation Z university students. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00157-4

4. Agost, M. J., Company, P., Contero, M., & Camba, J. D. (2022). CAD training for digital product quality: a formative approach with computer-based adaptable resources for self-assessment. International Journal of Technology and Design Education, 32(2), 1393–1411. https://doi.org/10.1007/s10798-020-09651-5

5. Aguilar, M. S., Borba, M. de C., & Villa-Ochoa, J. A. (2025). Latin American research on mathematics education: a narrative review. ZDM - Mathematics Education, 57(7), 1271–1286. https://doi.org/10.1007/s11858-025-01754-4

6. Agyei, C., & Razi, Ö. (2022). The effect of extended UTAUT model on EFLs’ adaptation to flipped classroom. Education and Information Technologies, 27(2), 1865–1882. https://doi.org/10.1007/s10639-021-10657-2

7. Al-Abri, A. (2025). Exploring ChatGPT as a virtual tutor: A multi-dimensional analysis of large language models in academic support. Education and Information Technologies, 30(12), 17447–17482. https://doi.org/10.1007/s10639-025-13484-x

8. Al-Emran, M., Al-Sharafi, M. A., Foroughi, B., Al-Qaysi, N., Mansoor, D., Beheshti, A., & Ali, N. (2025). Evaluating the influence of generative AI on students’ academic performance through the lenses of TPB and TTF using a hybrid SEM-ANN approach. Education and Information Technologies, 30(12), 17557–17587. https://doi.org/10.1007/s10639-025-13485-w

9. Alagöz Hamzaj, Y. (2025). Generative AI acceptance among future educators: personality and behavioral insights. Education and Information Technologies, 30(16), 23165–23188. https://doi.org/10.1007/s10639-025-13678-3

10. Albreiki, B., Habuza, T., Palakkal, N., & Zaki, N. (2024). Clustering-based knowledge graphs and entity-relation representation improves the detection of at risk students. Education and Information Technologies, 29(6), 6791–6820. https://doi.org/10.1007/s10639-023-11938-8

11. Alfoudari, A. M., Durugbo, C. M., & Aldhmour, F. M. (2023). Exploring quality attributes of smart classrooms from the perspectives of academics. Education and Information Technologies, 28(10), 13109–13151. https://doi.org/10.1007/s10639-022-11452-3

12. Alkalha, Z., Dehe, B., & Reid, I. (2025). How absorptive capacity mediates supply chain effectiveness: a quality integration approach to boosting operational performance. Operations Management Research, 18(3), 870–890. https://doi.org/10.1007/s12063-025-00559-8

13. Alkhwaldi, A. F., Abdulmuhsin, A. A., Bhat, M. A., Khan, S. T., & Tiwari, C. K. (2025). Medical students’ intentions to use virtual reality for dynamic learning: a TAM-based approach. Education and Information Technologies, 30(18), 26495–26518. https://doi.org/10.1007/s10639-025-13781-5

14. Allen, K. A., Grove, C., May, F. S., Gamble, N., Lai, R., & Saunders, J. M. (2024). Expressions of gratitude in education: an analysis of the #ThankYourTeacher campaign. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00159-2

15. Almasri, F. (2024). Exploring the Impact of Artificial Intelligence in Teaching and Learning of Science: A Systematic Review of Empirical Research. Research in Science Education, 54(5), 977–997. https://doi.org/10.1007/s11165-024-10176-3

16. Almuhanna, M. A. (2025). Teachers’ perspectives of integrating AI-powered technologies in K-12 education for creating customized learning materials and resources. Education and Information Technologies, 30(8), 10343–10371. https://doi.org/10.1007/s10639-024-13257-y

17. Alvarado, J. (2024). Resituating place within learning in schools as COVID-19 response. Journal of Educational Change, 25(1), 223–230. https://doi.org/10.1007/s10833-023-09495-5

18. Amat, A., & Coromina, L. S. (2025). Blind spots in elementary students’ perceptions regarding the food system: expanding Fonseca’s research on depictions of animal food production in Portuguese textbooks. Cultural Studies of Science Education, 20(3–4), 565–584. https://doi.org/10.1007/s11422-025-10256-4

19. Anderson, E. R., & Richards, J. (2025). Practical measures of science teacher learning: Conceptualizing organizational functions and affordances. Science Education, 109(1), 238–265. https://doi.org/10.1002/sce.21895

20. Anderson, S. E., & Putman, R. S. (2023). Elementary special education teachers’ thinking while planning and implementing technology-integrated lessons. Education and Information Technologies, 28(8), 9459–9481. https://doi.org/10.1007/s10639-022-11358-0

21. Archila, P. A., Ortiz, B. T., Truscott de Mejía, A. M., & Molina, J. (2025). Critically Reading Science-Related Texts Produced by ChatGPT. Science and Education, 34(6), 4627–4662. https://doi.org/10.1007/s11191-025-00639-y

22. Ashwin, P. (2025). Transformational accounts of students’ undergraduate education are evoked by their engagement with knowledge. Higher Education, 90(2), 479–495. https://doi.org/10.1007/s10734-024-01332-9

23. Assalaarachchi, L., Rambukwella, T., Ranasinghe, G., Silva, K., & Hewagamage, C. (2025). Streamlining the internship supervision and evaluation through digital transformation. Education and Information Technologies, 30(1), 1073–1088. https://doi.org/10.1007/s10639-024-13158-0

24. Astudillo Lizama, P. (2024). Find Your Face: The Case of Gender Sociocultural Transformations within the Art of Drag Queens in Chile. Sexuality and Culture, 28(6), 2484–2503. https://doi.org/10.1007/s12119-024-10238-8

25. Aubakirova, S., Kozhamzharova, M., Akhmetova, G., Artykbayeva, G., Iskakova, Z., & Zhayabayeva, R. (2024). The role of Massive Open Online Courses in transforming academic education and university experience. Education and Information Technologies, 29(1), 991–1011. https://doi.org/10.1007/s10639-023-12291-6

26. Avcı, M. (2025). Peer-assisted learning augmented by peer counseling to foster academic and personal development in flipped classroom. Education and Information Technologies, 30(3), 2837–2858. https://doi.org/10.1007/s10639-024-12945-z

27. Ayers, D. F. (2025). Techno-pedagogic discourse and the online learning assetization regime. Higher Education, 90(6), 1613–1633. https://doi.org/10.1007/s10734-025-01395-2

28. Bach, C. C., Bergqvist, E., & Jankvist, U. T. (2024). Students’ dynamic communication while transforming mathematical representations in a dynamic geometry environment. ZDM - Mathematics Education, 56(4), 543–557. https://doi.org/10.1007/s11858-024-01575-x

29. Badhotiya, G. K., Soni, G., Jain, V., Joshi, R., & Mittal, S. (2022). Assessing supply chain resilience to the outbreak of COVID-19 in Indian manufacturing firms. Operations Management Research, 15(3–4), 1161–1180. https://doi.org/10.1007/s12063-021-00236-6

30. Baillifard, A., Gabella, M., Lavenex, P. B., & Martarelli, C. S. (2025). Effective learning with a personal AI tutor: A case study. Education and Information Technologies, 30(1), 297–312. https://doi.org/10.1007/s10639-024-12888-5

31. Balcha, A. R., Chen, H. L., & Ramadhana A.B, R. (2025). The impact of augmented reality-assisted structured learning on environmental education for preschool children. Education and Information Technologies, 30(17), 25467–25503. https://doi.org/10.1007/s10639-025-13737-9

32. Ballantyne, E., Lin, M. P. C., H. Chang, D., & Poitras, E. (2025). Bridging educational equity gaps: expanding the CHAT-ACTS framework for personalized GenAI chatbots in higher education. Journal of Computing in Higher Education, 37(4), 1564–1589. https://doi.org/10.1007/s12528-025-09475-z

33. Bambi, P. D. R., & Pea-Assounga, J. B. B. (2025). Unraveling the interplay of research investment, educational attainment, human capital development, and economic advancement in technological innovation: A panel VAR approach. Education and Information Technologies, 30(3), 3309–3341. https://doi.org/10.1007/s10639-024-12938-y

34. Basir, M. (2025). The Power of Tentative Truth: The Impacts of Enhanced Science Instruction on Student Paranormal Beliefs. Science and Education, 34(5), 3309–3345. https://doi.org/10.1007/s11191-024-00552-w

35. Belluigi, D. Z., Arday, J., & O’Keeffe, J. (2024). Data snapshots of the access and participation of ‘women’ academics in UK universities: Questioning continued gendered, racialised and geopolitical inequalities. British Educational Research Journal, 50(6), 2684–2711. https://doi.org/10.1002/berj.4047

36. Bhagat, K. K., Mishra, S., Parida, A. K., Samal, A., Lampropoulos, G., & Dixit, A. (2025). Analyzing the discourse on open educational resources on Twitter: a sentiment analysis approach. Educational Technology Research and Development, 73(3), 1297–1320. https://doi.org/10.1007/s11423-025-10458-1

37. Bile, A. (2022). Development of intellectual and scientific abilities through game-programming in Minecraft. Education and Information Technologies, 27(5), 7241–7256. https://doi.org/10.1007/s10639-022-10894-z

38. Blonder, R., Feldman-Maggor, Y., & Rap, S. (2025). Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program. Journal of Science Education and Technology, 34(6), 1301–1310. https://doi.org/10.1007/s10956-024-10180-2

39. Borba, M. de C., Souto, D. L. P., Shumway, J., Silva, F. M. da, & Domingues, N. S. (2025). Festival of videos: curricula developed by students and teachers. ZDM - Mathematics Education, 57(7), 1315–1328. https://doi.org/10.1007/s11858-025-01710-2

40. Borbély-Pecze, T. B., Hloušková, L., & Šprlák, T. (2022). Career/lifelong guidance systems and services: continuous transformations in a transition region: The case of three Central and Eastern European Countries. International Journal for Educational and Vocational Guidance, 22(1), 67–91. https://doi.org/10.1007/s10775-021-09473-4

41. Bossér, U. (2024). Transformation of School Science Practices to Promote Functional Scientific Literacy. Research in Science Education, 54(2), 265–281. https://doi.org/10.1007/s11165-023-10138-1

42. Boychev, N., Schmid, K. L., & Jonuscheit, S. (2023). Human Data Interactions in Digital Modes of Eye Care. Postdigital Science and Education (Netherlands), Part F3831, 27–50. https://doi.org/10.1007/978-3-031-31875-7_3

43. Brito, R., Joseph, S., & Sellman, E. (2022). From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools. Studies in Philosophy and Education, 41(1), 91–109. https://doi.org/10.1007/s11217-021-09810-8

44. Britton, D., Perez, J. A., Sun, J., Monkovic, J., Lavini, F., & Montclare, J. K. (2023). Longitudinal study of perceived gendered differences of entrepreneurial program participants. Entrepreneurship Education, 6(2), 155–168. https://doi.org/10.1007/s41959-023-00095-1

45. Broadbent, J., Bearman, M., Boud, D., & Dawson, P. (2025). Academics’ intention to sustain new teaching practices after the COVID-19 pandemic: Examined through the theory of planned behaviour. Higher Education, 90(2), 371–386. https://doi.org/10.1007/s10734-024-01326-7

46. Broski, J., Tarver, S., Krase, K., Petersen, S., Wolverton, A., Winchester, M., Berbel, G., Zabel, T., Warren, H., & Lineberry, M. (2023). Integrating simulation and interpretive description to explore operating room leadership: critical event continuing education. Advances in Health Sciences Education, 28(4), 1211–1244. https://doi.org/10.1007/s10459-023-10212-3

47. Bryant, P., Lanclos, D., & Phipps, L. (2025). Beyond the Borderlands: Reimagining the Competencies of Postdigital Educational Leadership in an Era of Coalescing Geopolitical Crisis. Postdigital Science and Education (Switzerland), Part F1009, 161–183. https://doi.org/10.1007/978-3-031-99247-6_8

48. Brynjolson, N. (2022). Ripple Effects: New Frameworks for Learning in Postcommodity’s Sound Art. Postdigital Science and Education (Netherlands), Part F3828, 247–260. https://doi.org/10.1007/978-3-030-97262-2_13

49. Bülbül, A. E., & Özelçi, S. Y. (2025). The mediating role of mobile learning motivation in the relationship between pre-service teachers’ digital literacy and pre-service teacher identity. Education and Information Technologies, 30(2), 1729–1743. https://doi.org/10.1007/s10639-024-12868-9

50. Burgess, T., & Patterson Williams, A. (2022). Utilizing theory to elucidate the work of creating equity for transformation within the science classroom. Science Education, 106(5), 1071–1083. https://doi.org/10.1002/sce.21721

51. Cai, Y., Deng, Q., Lv, T., Zhang, W., & Zhou, Y. (2025). Impact of GPT on the Academic Ecosystem. Science and Education, 34(2), 913–931. https://doi.org/10.1007/s11191-024-00561-9

52. Cai, Y., & Tian, S. (2025). Student translators’ web-based vs. GenAI-based information-seeking behavior in translation process: A comparative study. Education and Information Technologies, 30(13), 18997–19025. https://doi.org/10.1007/s10639-025-13523-7

53. Campino, J. (2025). Unleashing the transformers: NLP models detect AI writing in education. Journal of Computers in Education, 12(2), 645–673. https://doi.org/10.1007/s40692-024-00325-y

54. Canina, M., Bruno, C., & Glaveanu, V. P. (2023). Innovating in the Post-Anthropocene Era: A New Framework for Creativity. Palgrave Studies in Creativity and Culture, Part F3860, 439–460. https://doi.org/10.1007/978-3-031-28206-5_17

55. Cao, X., Zhao, Y., & Li, X. (2024). Optimizing image captioning algorithm to facilitate english writing. Education and Information Technologies, 29(1), 1033–1055. https://doi.org/10.1007/s10639-023-12310-6

56. Cardoso, S., Santos, S., Diogo, S., Soares, D., & Carvalho, T. (2022). The transformation of doctoral education: a systematic literature review. Higher Education, 84(4), 885–908. https://doi.org/10.1007/s10734-021-00805-5

57. Cavanagh, M., McDowell, C., Connor Bones, U. O., Taggart, L., & Mulhall, P. (2024). The theoretical and evidence-based components of whole school approaches: An international scoping review. Review of Education, 12(2). https://doi.org/10.1002/rev3.3485

58. Ceccotti, F., Vernuccio, M., Mattiacci, A., & Pastore, A. (2025). Traditional agencies on bridges: How is digital transformation changing business models? Journal of Management and Governance, 29(2), 503–541. https://doi.org/10.1007/s10997-024-09703-1

59. Çelikdemir, K., & Haser, Ç. (2024). Transformation of preservice mathematics teachers’ teacher identity orientations through a video club. Journal of Mathematics Teacher Education, 27(4), 691–716. https://doi.org/10.1007/s10857-023-09585-4

60. Chellappa, V., & Rohatgi, T. (2025). Students’ perceptions towards sustainability in interior design education. International Journal of Technology and Design Education, 35(5), 1901–1915. https://doi.org/10.1007/s10798-025-09965-2

61. Chen, C. C. (2024). Practice of leadership competencies by a principal: case study of a public experimental school in Taiwan. Asia Pacific Education Review, 25(1), 159–170. https://doi.org/10.1007/s12564-022-09813-1

62. Chen, K. Z., Tseng, J. Y., & Oakley, B. (2025). Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method. Asia-Pacific Education Researcher, 34(4), 1413–1430. https://doi.org/10.1007/s40299-024-00954-y

63. Chen, M., Chai, C. sing, & Jong, M. S. Y. (2023). Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction. Educational Technology Research and Development, 71(6), 2321–2344. https://doi.org/10.1007/s11423-023-10295-0

64. Chen, S. Y., Chen, W. C., & Lai, C. F. (2025). Generative AI as a reflective scaffold in a UAV-based STEM project: A mixed-methods study on students’ higher-order thinking and cognitive transformation. Education and Information Technologies, 30(17), 24787–24814. https://doi.org/10.1007/s10639-025-13758-4

65. Cheuk, T., & Morales-Doyle, D. (2022). Talking through the “messy middle” of partnerships in science education. Science Education, 106(5), 1198–1213. https://doi.org/10.1002/sce.21751

66. Chiu, S. K. (2025). Transformation of technology into educational technology from the late nineteenth to early twenty-first century. Review of Education, 13(1). https://doi.org/10.1002/rev3.70049

67. Cho, H. J., Wang, C., Bonem, E. M., & Levesque-Bristol, C. (2022). How Can We Support Students’ Learning Experiences in Higher Education? Campus Wide Course Transformation Program Systematic Review and Meta-Analysis. Innovative Higher Education, 47(2), 223–252. https://doi.org/10.1007/s10755-021-09571-9

68. Christensen, M. K., Nielsen, K. J. S., & O’Neill, L. D. (2022). Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19. Advances in Health Sciences Education, 27(3), 577–603. https://doi.org/10.1007/s10459-022-10102-0

69. Christopher, A. M. (2025). From Silence to Canvas: The Role of Artivism in Transforming Gender and Sexuality Norms. Sexuality and Culture, 29(1), 97–121. https://doi.org/10.1007/s12119-024-10256-6

70. Chugh, R., Turnbull, D., Cowling, M. A., Vanderburg, R., & Vanderburg, M. A. (2023). Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics. Education and Information Technologies, 28(12), 16403–16429. https://doi.org/10.1007/s10639-023-11846-x

71. Cil, O., & Akcay, A. O. (2025). A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs. Journal of Mathematics Teacher Education, 28(1), 179–209. https://doi.org/10.1007/s10857-024-09632-8

72. Clancy, S. M., Murphy, L. R., Daly, S. R., & Seifert, C. M. (2024). Iterative transformations for deeper exploration during concept generation. International Journal of Technology and Design Education, 34(1), 267–305. https://doi.org/10.1007/s10798-023-09813-1

73. Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 32(3), 444–452. https://doi.org/10.1007/s10956-023-10039-y

74. Corrales-Herrero, H., & Rodríguez-Prado, B. (2024). Mapping the Occupations of Recent Graduates. The Role of Academic Background in the Digital Era. Research in Higher Education, 65(8), 1853–1882. https://doi.org/10.1007/s11162-024-09816-4

75. Çoruh, L. (2025). Immersive digital creation environments in design education. International Journal of Technology and Design Education, 35(5), 1841–1870. https://doi.org/10.1007/s10798-025-09961-6

76. Coşkun, A. E., & Erturgut, R. (2025). Does institutionalization enhance logistics performance in international businesses? A moderated and mediated model. Operations Management Research, 18(3), 1045–1066. https://doi.org/10.1007/s12063-025-00542-3

77. Cropley, D. H., & Singh, C. (2023). Engineering Innovation: The Impact of Digital Transformation. Palgrave Studies in Creativity and Culture, Part F3860, 115–140. https://doi.org/10.1007/978-3-031-28206-5_6

78. Croucher, G., & Woelert, P. (2022). Administrative transformation and managerial growth: a longitudinal analysis of changes in the non-academic workforce at Australian universities. Higher Education, 84(1), 159–175. https://doi.org/10.1007/s10734-021-00759-8

79. Cubero-Pérez, R., Cubero, M., Matías-García, J. A., & Bascón, M. J. (2024). Learner identity in secondary post-compulsory education students from Areas in Need of Social Transformation: an example of resilience. European Journal of Psychology of Education, 39(2), 535–556. https://doi.org/10.1007/s10212-023-00704-6

80. Curto-Reverte, A., Peguera-Carré, M. C., Cobos-Rius, H., & Vidal-Marti, C. (2025). The role of work-integrated learning in the European Higher Education Area: A systematic review. Review of Education, 13(3). https://doi.org/10.1002/rev3.70114

81. Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Almogren, A. S., & Vighio, M. S. (2024). Investigating factors affecting teachers’ training through mobile learning: Task technology fit perspective. Education and Information Technologies, 29(12), 14553–14589. https://doi.org/10.1007/s10639-023-12434-9

82. Dahri, N. A., Yahaya, N., & Vighio, M. S. (2025). Transforming teacher education through collaborative digital innovations: An empirical study of teachers’perceptions and experiences. Education and Information Technologies, 30(14), 20697–20733. https://doi.org/10.1007/s10639-025-13583-9

83. Damiani, J., & Ghazarian, P. (2023). At the borderlands of higher education in Japan and Korea: a duoethnography. Asia Pacific Education Review, 24(2), 251–264. https://doi.org/10.1007/s12564-022-09779-0

84. Dan, Q., Yin, H., & Bai, B. (2025). Three paradigms of inquiry into self-regulated learning (SRL): a critical analysis and ways to transformative and integrated practices. Asia Pacific Education Review, 26(3), 749–761. https://doi.org/10.1007/s12564-025-10035-4

85. Darnon, C., & Fayol, M. (2022). Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment. European Journal of Psychology of Education, 37(1). https://doi.org/10.1007/s10212-021-00550-4

86. de la Rosa, M., Schmitz, F. M., Tekian, A., & Guttormsen, S. (2025). Enhancing institutional processes and student experience in higher education through Journey Mapping: A systematic review. Review of Education, 13(3). https://doi.org/10.1002/rev3.70100

87. Dhawan, N. B., Belluigi, D. Z., & Idahosa, G. E. O. (2023). “There is a hell and heaven difference among faculties who are from quota and those who are non-quota”: under the veneer of the “New Middle Class” production of Indian public universities. Higher Education, 86(2), 271–296. https://doi.org/10.1007/s10734-022-00932-7

88. Di Natale, A. F., Bartolotta, S., Gaggioli, A., Riva, G., & Villani, D. (2024). Exploring students’ acceptance and continuance intention in using immersive virtual reality and metaverse integrated learning environments: The case of an Italian university course. Education and Information Technologies, 29(12), 14749–14768. https://doi.org/10.1007/s10639-023-12436-7

89. Diaz, B. A., Rieker, J., & Ng, S. (2023). Teaching critical reflection in health professions education with transformative-vygotskian praxis. Advances in Health Sciences Education, 28(4), 1191–1204. https://doi.org/10.1007/s10459-023-10209-y

90. Djelil, F., & Sanchez, E. (2023). Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programming. Education and Information Technologies, 28(1), 283–302. https://doi.org/10.1007/s10639-022-11158-6

91. Duggan, J. (2022). Transformative Readings: Harry Potter Fan Fiction, Trans/Queer Reader Response, and J. K. Rowling. Children’s Literature in Education, 53(2), 147–168. https://doi.org/10.1007/s10583-021-09446-9

92. Durán del Fierro, F., Littlejohn, A., & Kennedy, E. (2024). Sociotechnical Imaginaries of Sharing and Emerging Postdigital Meaning-Making Practices in the Astronomy Community. Postdigital Science and Education, 6(3), 844–865. https://doi.org/10.1007/s42438-024-00473-5

93. Durnali, M. (2025). Tiny but functional? Unpacking the role of smartphones in driving digital transformation in school administration and teaching practices. Education and Information Technologies, 30(16), 23111–23140. https://doi.org/10.1007/s10639-025-13676-5

94. Ejsing-Duun, S., & Pischetola, M. (2023). ‘Does it matter?’: Learning through Aesthetic Experiences in a Higher Education Communication Design Course. Postdigital Science and Education, 5(3), 799–822. https://doi.org/10.1007/s42438-022-00322-3

95. Elliot, M., & Pitchford, A. (2023). The Datafication Of Teaching And Learning In UK Higher Education: Towards Postdigital Pedagogies? Postdigital Science and Education (Netherlands), Part F3831, 261–284. https://doi.org/10.1007/978-3-031-31875-7_14

96. Elyakim, N., Buskila, Y., Chen-Levi, T., Altarac, H., & Shaked, L. (2023). Leading the hidden school: a principal’s presence in social media networks. Education and Information Technologies, 28(10), 13323–13347. https://doi.org/10.1007/s10639-023-11702-y

97. Enakrire, R. T., Fombad, M. C., & Morodi, L. (2025). Skills Required of Academics to Use Digital Technologies in Open Distance Learning Institutions. Innovative Higher Education, 50(3), 843–866. https://doi.org/10.1007/s10755-024-09758-w

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