International Journal of Educational Technology in Higher Education

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  Año 2026, Número 23. Texto Completo Ejemplar

  • Designing assessments in the generative AI era: a tailored assessment framework for ICT tertiary education

    Nadeera Ahangama

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  • Designing faculty standards for technology integration in higher education institutions: a design-based research study

    Helen Crompton, Christiane Nickel, Diane Burke

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  • Uncovering adoption personas for generative AI in higher education: a clustering-based segmentation approach

    Afef Saihi, Vian Ahmed

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  • Generative AI offers more, but students revise less: comparing the effects of teacher and AI feedback on student essay revisions

    Mohammadreza Farrokhnia, Saeed Latifi, Omid Noroozi

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  • Honoring the Past and Shaping the Future — Introducing the New Coordinating Editor‑in‑Chief of IJETHE

    Marc Romero Carbonell

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  • Changing assessment landscape in management education with AI-driven technologies: impacts and drivers

    Amali Henadirage, B.T.K. Chathuranga, Nuwan Gunarathne

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  • Correction: Promoting student engagement with gptutor: an intelligent tutoring system powered by generative AI

    Haoran Bai, Paul Vinod Khiatani, Wing Cheung Lui

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  • Are postgraduate programs enabling technological and instructional leadership among future school leaders? An institutional case study

    Jonathan Castaño Muñoz, María de los Ángeles Domínguez González, Celia Moreno-Morilla

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  • Escape from mathematical−skill deficiencies: gamified interactive platforms to reinforce quantitative skills

    Yeray Rodríguez Rincón, Ana Munárriz Iriarte, Ángel Alberto Magreñán Ruiz

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  • Leveraging generative AI to facilitate peer feedback in collaborative argumentation learning

    Yubei Chang, Enhui Miao, Yingxue Liu, Qingtang Liu

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  • Pedagogical partnerships with generative AI in higher education: how dual cognitive pathways paradoxically enable transformative learning

    Shaofeng Wang, Hao Zhang

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  • Training nursing skills in a generative artificial intelligence-enhanced virtual reality patient encounter simulation: a qualitative study from a student perspective

    Xinhao Xu Hao He, Yuanyuan Gu, Yupei Duan, Jhon Alexander Bueno Vesga, Shangman Li

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  • Does culture matter in AI adoption? A predictive analysis of cultural dimensions, social influence, and personal innovativeness in the modified UTAUT model

    Jameson Goto, Umesh Ramnarain

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  • Unpacking the impact mechanism of generative AI-based learning analytics technology on student learning engagement: the mediating role of community of inquiry and the moderating role of digital literacy

    Hao Dong Liu, Jianglong Chen, Ximeng Chen

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  • Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement

    Sven Scheu, Alexander Maedche, Simone Loeffler

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  • Supporting self-regulated learning through generative AI feedback in online higher education: the importance of student perceptions of the source of feedback

    Mutluhan Yilmaz, Mutlu Cukurova, Hilmi Bahadir Temur, Levent Emmungil, Embiya Çelik, Andrea Gauthier

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  • Using LLM-empowered virtual avatars in immersive virtual reality technology to enhance psychological perception and learning outcomes: the role of interaction methods, anthropomorphism types, and VR perspectives

    Chunze Xu, Xiaojuan Sun, Gengfeng Niu

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  • Factors influencing the academic use of digital technologies among Chilean pre-service teachers

    Miriam León Morandeira, Mercè Gisbert Cervera, Cristian Cerda González, Camila Salazar-Fernández, Mireia Usart Rodríguez

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  • AI literacy and mediated learner autonomy in ChatGPT-supported EFL writing: a qualitative study at a Palestinian university

    Bilal Hamamra, Nejme Mahamid, Zuheir Khlaif

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  • LLM-CR: LLM-enhanced course recommendation

    Jianan Jiang, Haiwei Song, Jiahui Huang, Huai-Hui Ren, Yicheng Long

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  • Governing generative AI in higher education: a global Delphi study on policy and practice

    Helen Crompton, Sean Yu, Diane Burke

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  • Enhancing programming education with emotion-aware chatbot interfaces: a Wizard-of-Oz study among Arabic-speaking university students

    Mamoun Nawahdah, Hadeel Jabara, Hadeel Sawalha

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  • “Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review”

    Michael Reicho, Jahic Irfan, Dominik Freinhofer, Benedikt Brünner, Martin Ebner, Kathrin Otrel Cass

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  • Beyond expert knowledge toward idea innovation: potential and challenges of a generative AI-supported jigsaw method

    Shotaro Naganuma, Aikana Ohno, Yukinori Wakihama, Tsubasa Minematsu, Sachika Shibukawa

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  • A framework for university readiness in extended reality (XR): a socio-technical perspective

    Mohammed Hafeth Hakami, Ghassan Beydoun, Jayan Chirayath Kurian

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  • Fostering dialogic peer feedback in synchronous online discussions: the effect of argumentation scaffold and role assignment

    Yan Li, Jiumin Yang, Qiuchen Yu, Zhongling Pi, Xin Guo

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  • AIGC-enhanced learning analytics in film education: a decision-making framework for creative pedagogy in Chinese higher education

    Chao Tang, Lili Wang

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  • Understanding student perspectives on generative AI chatbots: a human-centred mixed-methods study in higher education

    Stephen B. Colbran, Caitlin Schiavone, Meena Jha

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  • Directing the wave of digitalization by leadership development for digital universities: a grounded theory study

    Zohreh Khajoueinejad, Shelleyann Scott

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