“Is this a trap?”: Student teachers’ perceptions and adoption of GenAI in assessments in three teacher education courses

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AI-enhanced informal digital learning of English: Effects on EFL students’ cognitive, non-cognitive and oral proficiency skills

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Inquiry-based learning patterns in large language model-driven learning environments: An exploratory study from Bloom’s perspective

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The effectiveness of virtual reality (VR) for construction skills training

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Analysing AI utilisation in education through learner question types: A constructivist approach

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Beyond guesstimating: Calculating student workload in fully online micro-credentials

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Are we there yet? Identifying saturation points in generative AI research

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Flipped Classroom Combined with Drama in Education: A Case Study in a Greek Primary School

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Exploring the Use of Generative AI in Computer Science Education in a Technological University in Ireland

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Transactional Distance and Interaction in Hybrid Education: a Case Study

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Study of Socialisation in an Online Teacher Training Course Designed with the Five-Stage Model

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Emergency Remote Teaching Experiences of Teachers during the COVID-19 Pandemic in Turkey

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Emotional Intelligence and E-training Readiness: A Survey Research at the Independent Authority for Public Revenue, Greece

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Towards Generative AI for Course Content Production: Expert Reflections

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An Artificial Intelligence Competency Framework for Teachers and Students: Co-created With Teachers

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Minecraft as an Educational Tool Before, During, and After the Pandemic: A Case Study Research Project

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Investigation of users’ opinions, perceptions and attitudes towards the use of artificial intelligence in online learning environments

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Towards a call for transformative practices in academia enhanced by generative AI

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Bridging the Divide: An Empirical Investigation of Artificial Intelligence and Generative Artificial Intelligence Integration Across Genders, Disciplines and Academic Roles

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AI as a reflective coach in graduate ESL practicum: activity theory insights into student-teacher development

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