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Research Article
Primary school teachers’ readiness for generation Alpha learning environments
Banu Kayınova, Tufan Adıgüzel
CONT ED TECHNOLOGY 2026, 18(2), ep643
DOI: https://doi.org/10.30935/cedtech/18063
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Research Article
Influence of artificial intelligence-based learning tools on pre-service teachers’ conceptual understanding of mathematical concepts
Onesme Niyibizi
CONT MATH SCI ED 2026, 7(1), ep26006
DOI: https://doi.org/10.30935/conmaths/18064
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Review Article
SPOC model and deep learning in higher education: A systematic review (2020-2025)
Long Yujie, Nurfaradilla Binti Mohamad Nasri, Muhammad Helmi Bin Norman, Zhang Shuran
CONT ED TECHNOLOGY 2026, 18(2), ep642
DOI: https://doi.org/10.30935/cedtech/18059
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Research Article
Using Sweller’s cognitive load theory to improve learning of derivative concepts
Esma Canhasi-Kasemi, Senad Orhani, Ismet Temaj
EUR J SCI MATH ED 2026, 14(2), 187-202
DOI: https://doi.org/10.30935/scimath/18060
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Research Article
Inclusive mathematics teaching in primary school: Teacher competencies and textbook quality for students with dyscalculia
Josipa Jurić, Irena Mišurac
EUR J SCI MATH ED 2026, 14(2), 203-221
DOI: https://doi.org/10.30935/scimath/18061
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Research Article
Strategies adopted by South African teachers to overcome challenges associated with technology integration in rural schools
Nduduzo Brian Gcabashe, Abueng Rachael Molotsi
CONT ED TECHNOLOGY 2026, 18(2), ep639
DOI: https://doi.org/10.30935/cedtech/18055
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Research Article
The use of Copilot, Gemini and ChatGPT in the context of foreign language learning and teaching: An academic technology review
Liqaa Habeb Al-Obaydi, Marcel Pikhart
CONT ED TECHNOLOGY 2026, 18(2), ep640
DOI: https://doi.org/10.30935/cedtech/18056
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Research Article
Blended learning after the COVID-19 pandemic: Undergraduate students’ perspectives on the application of blended learning in higher education
Najeh Rajeh Alsalhi, Mohd Elmagzoub Eltahir, Fakir Al Gharaibeh, Abdallah Qusef
CONT ED TECHNOLOGY 2026, 18(2), ep641
DOI: https://doi.org/10.30935/cedtech/18057
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