Vol. 2026 No. 3 (2026)

View Vol. 2026 No. 3 (2026)

In this issue:

DOI: https://doi.org/10.55056/etq.v2026.i3
Published: 2026-09-20

  • Design thinking as a framework for developing AI-ready teachers: Introducing the DT-ART model

    Myint Swe Khine, Ernest Afari
    230-240
      Abstract views 103  
    • PDF   views 46
    DOI: https://doi.org/10.55056/etq.1440

  • Enhanced autoregressive value-added model integrating generative AI ethical optimization for fair high school teacher evaluation

    Xia Yang
    241-260
      Abstract views 69  
    • PDF   views 31
    DOI: https://doi.org/10.55056/etq.1164

  • The relationship between perceived gamified learning support, students' motivation, affective engagement, and self-efficacy: A structural equation modelling approach

    Mengkorn Pum
    261-280
      Abstract views 236  
    • PDF   views 107
    DOI: https://doi.org/10.55056/etq.1304

  • Awareness and utilisation of IoT tools for personalised learning among undergraduates at the University of Ibadan, Nigeria

    Kudirat Ize Suleiman, Williams Ezinwa Nwagwu
    281-307
      Abstract views 185  
    • PDF   views 135
    DOI: https://doi.org/10.55056/etq.1149

  • Entrepreneurship 4.0: Young learners' perspectives on traditional and techno-pedagogical approaches

    Abdellatif Marjani, Assia Dlimi, Abdelhak Chakli, Youssef Sefri
    308-315
      Abstract views 148  
    • PDF   views 79
    DOI: https://doi.org/10.55056/etq.1215

  • What influences student satisfaction in online distance e-Learning? A systematic review of evidence from higher education institutions

    Babawande Emmanuel Olawale, Mncedisi Christian Maphalala
    316-337
      Abstract views 112  
    • PDF   views 27
    DOI: https://doi.org/10.55056/etq.1177