Innovations in education and teaching international

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  Año 2026, Vol. 63, Número 3

  • Editorial

    • IETI editorial 63.3

      Mark Crowder

      págs. 711-715

      

  • Research article

    • Metacognitive strategy patterns in AI-assisted programming: Differences across programming resilience levels

      Seyma Caglar Ozhan

      • Resumen

      págs. 716-734

      

    • Bridging the gap in action research in education: A comprehensive framework for future practice

      Damtew Wolde Berku

      • Resumen

      págs. 735-749

      

    • Effectiveness of the PEA self-regulation programme in improving academic self-regulation skills and self-efficiency expectations

      Ana Belén Bernardo Gutiérrez, Antonio Cervero Fernández-Castañón, Celia Galve González, Ellián Tuero Herrero

      • Resumen

      págs. 750-765

      

    • Understanding the influence of biomimetic projects on transdisciplinary thinking in biology education

      Joelash R. Honra

      • Resumen

      págs. 766-780

      

    • Evaluation of an interdisciplinary design thinking course

      Manjari Kumarappan, Emily Skywark Connor, Elizabeth S. M. Chan

      • Resumen

      págs. 781-796

      

    • Modelling the impact of emotional intelligence on academic performance: A conceptual and empirical approach in higher education

      Mohamed Ashmel Mohamed Hashim, Issam Tlemsani, Vera Ndrecaj, Antje Cockrill

      • Resumen

      págs. 797-814

      

    • Bridging the divide: The role of virtual reality in promoting educational equity in vocational training

      Ye Zhang, Zhida Feng, Ziqun Zhang, Xinrong Chen

      • Resumen

      págs. 815-830

      

    • Bridging knowledge and action: Sustainable development through learning landscapes in higher education

      Beatriz Cuadrado Ballesteros, María Isabel González, Jennifer Martínez Ferrero, Eva Lahuerta Otero

      • Resumen

      págs. 831-847

      

    • Modelling university lecturers’ intention to adopt artificial intelligence in assessment design systems

      Faisal Ejaz, Sarwat Sultana, Sana Rashid, M. Abdul Aziz, Sarmad Ejaz, Md Billal Hossain

      • Resumen

      págs. 848-865

      

    • Predictors of university students’ acceptance of ChatGPT in Chinese academic context

      Yong Wang, Xiangdong Gu

      • Resumen

      págs. 866-881

      

  • Comment

    • Generative AI education: Building a community of practice at Mayo Clinic

      E. K. Schultz, Nancy L. Van Erp, Christopher J. Minter, Kristina B. Nelson

      • Resumen

      págs. 882-887

      

  • Research article

    • GenAI enabling the high-quality development of higher education: Operational mechanisms and pathways

      Wei Li, Ruiming Song, Kunpeng Yu

      • Resumen

      págs. 888-903

      

    • Student gender moderates the effect of teacher facial expressions on attention but not learning: Evidence from an eye-tracking study

      Fangfang Zhu, Zhi Jia Mou, Caixia Liu, Zhongling Pi, Jiumin Yang

      • Resumen

      págs. 904-921

      

    • Voices of preservice teachers: An evaluation of interactive online oral assessment to assess learning

      Kathryn Gibbs, Loraine McKay, Eunjae Park

      • Resumen

      págs. 922-935

      

  • Comment

    • The counterintuitive potentials of play for learning in higher education

      Robin Samuelsson

      • Resumen

      págs. 936-940

      

  • Research article

    • Design education and NEP 2020: Understanding the shift towards animation in pedagogy

      Pankaj Kumar, Anantkumar Ozarkar

      • Resumen

      págs. 941-955

      

    • Perceptions of business faculty regarding creativity in undergraduate students’ dissertations – some practical differences

      Gavin D Northwood, Julie Rattray

      • Resumen

      págs. 956-968

      

    • Exploring cooperative and challenge-based learning strategies as catalysts for personal resonance and transformation within and beyond the classroom: A case study

      Oral Robinson, Rohil Sharma

      • Resumen

      págs. 969-982

      

    • Factors influencing faculty members’ implementation of universal design for learning in higher education: A systematic R=review

      Fellianti Muzdalifah, Farida Kurniawati, Frieda Maryam Mangunsong, Astri Setiamurti, Josiana Levyadi, Sean Bracken, Wahyuni Christiany Martono

      • Resumen

      págs. 983-997

      

    • An empirical study on the factors influencing the research competence of direct-entry PhD students

      Jin-Liang Wang

      • Resumen

      págs. 998-1012

      

    • Faculty perceptions of effectiveness of a peer coaching model as professional development for teaching

      Jennifer McKenzie, John Rodari Meisner

      • Resumen

      págs. 1013-1025