Vol. 13 (2026)

View Vol. 13 (2026)

In this issue:

DOI: https://doi.org/10.55056/cte.v13
Published: 2026-03-21

  • Artificial intelligence in education and science: imaginary threats or new opportunities?

    Yaroslav Shramko
    1-5
      Abstract views 354  
    • PDF   views 272
    DOI: https://doi.org/10.55056/cte.1140

  • Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies

    Olena Yu. Tarasova, Olena L. Pinska, Halyna I. Alieka, Natalia V. Moiseienko
    6-26
      Abstract views 781  
    • PDF   views 295
    DOI: https://doi.org/10.55056/cte.1131

  • The evolution of cloud computing in education: from Hype Cycle to mainstream adoption (2012-2024)

    Olha V. Chorna
    27-41
      Abstract views 1013  
    • PDF   views 503
    DOI: https://doi.org/10.55056/cte.952

  • Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law

    Nataliia Osypova, Olena Kokhanovska, Iryna Zhorova
    42-57
      Abstract views 611  
    • PDF   views 305
    DOI: https://doi.org/10.55056/cte.982

  • Modelling information-communicative competence for AI-era designers

    Oleksandr O. Musiienko
    58-75
      Abstract views 564  
    • PDF   views 254
    DOI: https://doi.org/10.55056/cte.1277

  • Tutors' perceptions of ICTs in promoting computational thinking among pre-service teachers in Tanzanian colleges

    Vicky Mrosso, Placidius Ndibalema, Abdon Ephrem
    76-91
      Abstract views 521  
    • PDF   views 377
    DOI: https://doi.org/10.55056/cte.902

  • Integrating ICT in science lessons to promote science teachers' competencies in Tanzania

    Angelina Kanyabwoya, Huruma Olofea Bwagilo, Samweli Tumaini Mugaya
    92-109
      Abstract views 354  
    • PDF   views 233
    DOI: https://doi.org/10.55056/cte.1066

  • Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region

    James James Makula, Francis Kyambo William, Festo Beda Nguru
    110-120
      Abstract views 415  
    • PDF   views 321
    DOI: https://doi.org/10.55056/cte.985

  • Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices

    Raymond Mutasingwa Bitegeko, Abdallah Jacob Seni
    121-142
      Abstract views 386  
    • PDF   views 210
    DOI: https://doi.org/10.55056/cte.1085

  • When machines create, who takes responsibility? An ethical competence framework for graphic design education in the age of generative AI

    Yuliia V. Yechkalo
    143-160
      Abstract views 365  
    • PDF   views 166
    DOI: https://doi.org/10.55056/cte.1278

  • Digital transformation of education in Kryvyi Rih, Ukraine (2019-2025): a multi-framework comparative analysis of infrastructure development and digital learning ecosystems

    Vita A. Hamaniuk, Tetiana P. Kripak
    161-173
      Abstract views 211  
    • PDF   views 117
    DOI: https://doi.org/10.55056/cte.989

  • Encyclopedic web resources and generative artificial intelligence: a methodological dimension

    Valerii Yu. Bykov, Olha P. Pinchuk
    174-188
      Abstract views 844  
    • PDF   views 170
    DOI: https://doi.org/10.55056/cte.990

  • Behavioral analytics as FAIR impact proxies: a longitudinal study of Digital Library NAES of Ukraine  (2012-2025)

    Alla V. Kilchenko, Svitlana M. Ivanova, Tetiana L. Novytska, Mykola A. Shynenko
    189-205
      Abstract views 219  
    • PDF   views 94
    DOI: https://doi.org/10.55056/cte.1211

  • Postgraduate education system as an environment for the development of digital competence of an art teacher

    Liudmyla H. Kondratova
    206-220
      Abstract views 227  
    • PDF   views 181
    DOI: https://doi.org/10.55056/cte.1355

  • Classification of artificial intelligence tools for educational research by the criterion of research autonomy

    Tetiana A. Vakaliuk, Serhiy O. Semerikov, Oleh M. Spirin, Viacheslav V. Osadchyi, Vasyl P. Oleksiuk
    221-235
      Abstract views 657  
    • PDF   views 240
    DOI: https://doi.org/10.55056/cte.1357

  • Reporting AI in education research: a methodological audit of 2025-2026 publications against an adapted TRIPOD-LLM checklist

    Iryna S. Mintii, Dmytro V. Verbovetskyi, Ostap Yu. Sirenko
    236-255
      Abstract views 177  
    • PDF   views 85
    DOI: https://doi.org/10.55056/cte.1397

  • Designing the content component of immersive blended science learning: a CAMIL-grounded framework refined and pre-validated by a simulated multi-model Delphi panel

    Oleksandra M. Sokolyuk
    256-270
      Abstract views 113  
    • PDF   views 76
    DOI: https://doi.org/10.55056/cte.1415

  • Learners' digital mobility: an evolutionary concept analysis and conceptual framework

    Vasyl I. Kovalchuk, Taras V. Kovalenko, Andrii V. Kovalchuk
    271-288
      Abstract views 153  
    • PDF   views 71
    DOI: https://doi.org/10.55056/cte.1435

  • Generative AI as a historical source: source criticism, citation integrity, and the jagged frontier of digital history

    Iryna A. Selyshcheva
    289-299
      Abstract views 724  
    • PDF   views 145
    DOI: https://doi.org/10.55056/cte.1438

  • Digital entrepreneurial practices in automobile-transport vocational education

    Olena O. Lavrentieva, Yelisiei V. Kyrylenko
    300-318
      Abstract views 83  
    • PDF   views 27
    DOI: https://doi.org/10.55056/cte.1396

  • Openness as a pedagogical affordance: free and open-weight large language models in the preparation of informatics teachers

    Vladyslav Ye. Velychko
    319-342
      Abstract views 57  
    • PDF   views 31
    DOI: https://doi.org/10.55056/cte.1404

  • Providing scaffolding and feedback when reading authentic texts in the online lessons

    Oleksandr H. Kolgatin, Nataliia V. Tuchyna
    343-359
      Abstract views 52  
    • PDF   views 22
    DOI: https://doi.org/10.55056/cte.1457

  • Fixing the leaky pipeline: curriculum misalignment and STEM transition barriers in South Africa - a convergent mixed-methods study

    Ivan Magadza
    360-378
      Abstract views 57  
    • PDF   views 21
    DOI: https://doi.org/10.55056/cte.1135

  • Teacher evaluation reform under China's "Double Reduction" policy: a quasi-experimental study based on the multi-source process evaluation model

    Xia Yang
    379-394
      Abstract views 71  
    • PDF   views 97
    DOI: https://doi.org/10.55056/cte.1190