Education and Information Technologies

This study examined how school principals conceptualised “irreplaceable” teachers in AI-enabled schools and how these portrayals intersected with teacher leadership. Using an interpretive qualitative design, semi-structured interviews were conducted with 16 principals from AI-active K–12 private schools in five Arab countries. Principals were recruited through a regional professional network, and…

Generative Artificial Intelligence (GenAI) is a disruptive technology that presents significant challenges for educators. Its pedagogical opportunities and risks largely depend on teachers’ beliefs and practices. While university teachers’ beliefs on GenAI have been studied to some degree, research on secondary school teachers remains limited. This study aims to replicate the research conducted b…

This qualitative study adopts an experience-oriented design informed by phenomenological principles to explore pre-service primary teachers’ experiences with AI-supported digital storytelling. Going beyond the traditional TPACK framework, the study is grounded in the recently proposed GenAI-TPACK model, highlighting the evolving interaction of technological, pedagogical, content, and ethical doma…

This study investigated teachers’ preparedness, attitudes, and the perceived impact of technology use in lesson delivery in selected Zimbabwean secondary schools. Guided by the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPCK) Framework, it examined how teacher readiness, institutional support, and infrastructure affect ICT integration. Quantitative data…

Kenya’s competency-based curriculum highlights the role of STEM education and the development of skills of the 21st century. However, computer-based assessment (CBA) of these skills has not yet been conducted in Kenya. This study aimed to investigate the applicability of newly developed international computer-based skill assessments for developing scientific inquiry, experimentation, reasoning, a…

Making activities, such as creating individual artifacts via 3D printing, offer great potential for adolescents to acquire skills beneficial for their digital empowerment. To develop interventions that may increase adolescents’ making engagement, their making-related beliefs need to be explored and systematized. Therefore, based on the theory of planned behavior (TPB; Ajzen, 1991), this interview…

Despite growing interest in artificial intelligence (AI)–supported game-based learning (GBL), adoption among pre-service teachers remains uneven. Drawing on survey data from 864 pre-service teachers enrolled in public universities in Turkey, this study integrates the Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2) and Protection Motivation Theory (PMT) to examine motivational and p…

This study aimed to develop and validate a digital skills self-assessment tool for Serbian youth (DSATy), based on the Digital Competence Framework (DigComp). Following scale development procedures, an initial set of 54 constructed items was refined to 45 after piloting and cognitive interviews with students. In a cross-sectional survey, the questionnaire was completed by 914 secondary school and…

This study examines technology integration in P–12 education by comparing principals’ perceptions of the current state (School Ecosystem of Technology Education Model, SETEM) and the perceived ideal state (Ideal SETEM) of school-level technological readiness and teacher competence. Using a quantitative research design, survey data were collected from 66 school principals in northern Taiwan and an…

This study explores the experiences of fourth-grade primary school students during the process of developing digital stories about environmental issues. Curriculum-based learning outcomes related to environmental topics were identified, and students were asked to create digital stories aligned with these outcomes. A distinctive feature of the study is that both the story-writing process and the t…

Virtual reality (VR) provides immersive and interactive learning opportunities, but the effective integration of collaborative learning within VR environments still requires further investigation. Collaboration scripts can guide students to participate in learning and creation activities in a structured manner. Therefore, this study aims to evaluate the effects of implementing computer-supported …