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Teacher professional development programmes under the Zanzibar improving students’ prospect (ZISP) project: Factors for effective implementation
Hamad Massoud Hamad, Goodluck Massawe, Onesmo Nyinondi
Pages 311–333
DOI: 10.31681/jetol.1642034
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The human face of innovative teaching: EFL teachers’ emotional vulnerability in AI-assisted teaching through the lens of Technology Acceptance Model
Behrokh Abdoli
Pages 334–349
DOI: 10.31681/jetol.1790881
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Digital competence and academic performance: The mediating role of e-learning risk management
Ryan Sayson
Pages 350–364
DOI: 10.31681/jetol.1856959
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Effectiveness of a teachable machine-based instructional program for developing electronic concepts among eighth-grade students
Mahmoud Barghot, Ahmed Abu Elba
Pages 365–373
DOI: 10.31681/jetol.1880084
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Optimizing AI-based assessment in history education: The impact of prompt engineering on scoring performance in a morphologically rich language
Yunus Özdemir, Emine Aşçi
Pages 374–396
DOI: 10.31681/jetol.1882892
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The effect of LLM-powered value-integrated story cards on English vocabulary acquisition: A generative AI-supported convergent mixed methods study in middle school students
Halil Senturk
Pages 397–409
DOI: 10.31681/jetol.1903748
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Reclaiming pedagogical architecture in adaptive gamification: Design-time scenario-level adaptivity beyond algorithmic personalization
Sercan Uzun
Pages 410–432
DOI: 10.31681/jetol.1915276
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A novel web-based application to identify multiple intelligence types of high school students and examining the impact of differentiated homework on academic performance
Mücahit Dener, Mehmet İlyas Bayındır
Pages 433–454
DOI: 10.31681/jetol.1916888
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Teachers’ technopedagogical competence and perspectives on artificial intelligence use in education
Mustafa Kemal Araycı, Melike Özyurt
Pages 477–493
DOI: 10.31681/jetol.1926384
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Overcoming challenges in teaching natural history through the cognitive theory of multimedia learning: A case study with preservice teachers
Selin Şahin, Serap Öz Aydın
Pages 494–508
DOI: 10.31681/jetol.1932306
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Navigating AI feedback: Changing perceptions and argumentation skills in science teacher education
Eylem Yıldız Feyzioğlu, Sevil Aymak
Pages 509–536
DOI: 10.31681/jetol.1933284
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What should assessment measure when AI can produce the output? A conceptual framework for human-centered assessment in online education
Mesut Aydemir
Pages 537–551
DOI: 10.31681/jetol.1954582
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Modelling a dataset-defined skill-retention outcome in generative AI-assisted learning: An exploratory machine-learning and explainability study
Clinton Amponsah, Bernard Kyiewu, Linda Bessa-Simons
Pages 568–581
DOI: 10.31681/jetol.1991829
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Adaptation of the Teachers’ Trust in Artificial Intelligence–based Educational Technologies Scale into Turkish: A validity and reliability study
Tuğba Yüksel, Çiğdem Han Tosunoğlu, Sedef Canbazoğlu Bilici, Ceyda Keleş
Pages 582–605
DOI: 10.31681/jetol.2017119
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YouGlish in English language education: A systematic review of relevant publications
İbrahim Halil Topal, Ecem Ekinci, Mithat Ekinci
Pages 455–476
DOI: 10.31681/jetol.1919287
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From prompts to pedagogy: Mapping prompt engineering in English language education
Pelin Derinalp
Pages 552–567
DOI: 10.31681/jetol.1985220
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