Vol. 2024 No. 3 (2024)

View Vol. 2024 No. 3 (2024)

In this issue:

DOI: https://doi.org/10.55056/etq.v2024.i3
Published: 20-09-2024

  • Integrating online and offline teaching to promote creativity for STEM learners

    Yaqin Fan
    241-254
      Abstract views 490  
    • PDF   views 146
    DOI: https://doi.org/10.55056/etq.723

  • Personalised learning and artificial intelligence in science education: current state and future perspectives

    Özkan Yılmaz
    255-274
      Abstract views 2478  
    • PDF   views 1077
    DOI: https://doi.org/10.55056/etq.744

  • Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools

    Abdallah Ngodu, Placidius M. Ndibalema, Francis William
    275-297
      Abstract views 372  
    • PDF   views 163
    DOI: https://doi.org/10.55056/etq.714

  • Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania

    Raymond Mutasingwa Bitegeko, Godlove Lawrent, Juhudi Cosmas
    298-318
      Abstract views 985  
    • PDF   views 469
    DOI: https://doi.org/10.55056/etq.769

  • Exploring structural equations modelling on the use of modified UTAUT model for evaluating online learning

    Stephen Gbenga Fashoto, Yinusa Akintoye Faremi, Elliot Mbunge, Olumide Owolabi
    319-336
      Abstract views 622  
    • PDF   views 214
    DOI: https://doi.org/10.55056/etq.734

  • Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education

    Akinul Islam Jony, Sultanul Arifeen Hamim
    337-359
      Abstract views 1774  
    • PDF   views 968
    DOI: https://doi.org/10.55056/etq.746