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The role of self efficacy and school climate in motivation for technology integration in education
Serkan Perkmen
Pages 358–366
DOI: 10.31681/jetol.1557095
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Investigating the relationship between teachers’ attitudes toward artificial intelligence and their artificial intelligence literacy
Semih Çayak
Pages 367–383
DOI: 10.31681/jetol.1490307
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Patterns of interaction during peer feedback exchange in online EFL writing lessons
Özlem Ceren Tütüncüoğlu, Didem Koban Koç
Pages 384–412
DOI: 10.31681/jetol.1493104
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Production and programming of industrial automation training set with project based learning curriculum
İbrahim Aydın, Vahide Bulut
Pages 413–426
DOI: 10.31681/jetol.1491728
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The effect of digitalization on mathematical literacy during the COVID-19 pandemic: Reflections from PISA-2022
Gizem Yağlı, Gözde Akyüz
Pages 427–441
DOI: 10.31681/jetol.1503141
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Opinions of academicians who switched to compulsory distance education due to the pandemic and earthquake
Esra Fıratlı Türker
Pages 442–472
DOI: 10.31681/jetol.1503312
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Assessing the readiness and attitudes of Nigerian teacher educators towards adoption of artificial intelligence in educational settings
Eke Ogbu Eke
Pages 473–487
DOI: 10.31681/jetol.1503305
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Unraveling the digital fluency of high school students
Emre Eçier, Serkan İzmirli
Pages 488–501
DOI: 10.31681/jetol.1503848
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Bibliometric analysis of open and distance learning research in Türkiye: WoS articles (2020-2024)
Hanife Çivril, Emine Aruğaslan
Pages 502–520
DOI: 10.31681/jetol.1576327
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Comprehensive AI assessment framework: Enhancing educational evaluation with ethical AI integration
Selçuk Kılınç
Pages 521–540
DOI: 10.31681/jetol.1492695
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