Том 2026 № 2 (2026)

Дивитися Том 2026 № 2 (2026)
In this issue:
DOI: https://doi.org/10.55056/etq.v2026.i2
Опубліковано: 2026-06-20

  • Digital learning fatigue and its psychological consequences among tertiary students: a systematic review

    Ernest Okpako, Habeeb Adewuyi, Victor Fehintola, Mumud Ojuolape, Naseem Raji, Ayodeji Adegoke, Sylvester Umanhonlen
    99-128
    DOI: https://doi.org/10.55056/etq.1056

  • Barriers to digital inclusion in Africa: a systematic review

    Mohamed Salum Msoroka
    129-151
    DOI: https://doi.org/10.55056/etq.996

  • Perceptual drivers of undergraduate students' engagement in digitally-enabled transformative sustainability education in Tanzania

    Raymond Bitegeko
    152-175
    DOI: https://doi.org/10.55056/etq.1116

  • Characteristics of mobile smartphone applications for teacher professional development: an A2IT2 model perspective

    James James Makula, Festo Beda Nguru, Francis Kyambo William
    176-192
    DOI: https://doi.org/10.55056/etq.1161

  • Graduate students' self-regulated learning practices in dual-monitor academic environments

    Qusai Tweissi
    193-212
    DOI: https://doi.org/10.55056/etq.1171

  • Breaking urban-rural educational inequality: application of an AI relative fairness model in teacher performance evaluation and bonus allocation

    Xia Yang
    213-229
    DOI: https://doi.org/10.55056/etq.1173