Publikationen

Helm, C; Wagner, M.; Ley, T.; Kammerer, L. (2025). Digitale Kompetenzen von Lehrkräftefort- und -weiterbildner:innen - Befunde einer Befragungsstudie aus Österreich. In: Digitalisierung in der Bildung - ein Kinderspiel? 163-179, Beltz, Weinheim

Mlinar, K. (2025). Izgubljeni glasovi socutja. Nekaj misli o z(a)grešenem v vzgoji in o iskanju poti naprej [Lost voices of compassion: Some thoughts on what went wrong in education and on finding a way forward]. In: Lombergar, N., Cernko, M., Kosi, T., Bevek, P., Kralj, D., Socutni jezik med mladimi. Povezovanje vlade, znanosti, stroke in civilne družbe v iskanju odzivov na sovražni govor: 101-106, Office of the Republic of Slovenia for Youth, Ministry of Education, Ljubljana

Pham Xuan, R.; Nguyen, D. (2025). Academic Tracking in Germany as a Challenge to Children’s Rights. Implications for School Leadership. In: Julia Hugo, Charlotte Assmann, Andreas Schmidt (Eds.) With the Assistance of David Sehmisch, Educational Leadership and Children’s Rights?/ Kinderrechte als Führungsaufgabe? https://doi.org/10.31244/9783830998259_4, Waxmann, Münster

Wagner, Marlene; Gegenfurtner, A.; Urhahne, D. (2025). Effectiveness of flipped classrooms. In: Designing Effective Digital Learning Environments: https://doi.org/10.4324/9781003386131-22, Routledge, New York

Harshani De Silva, L. M; Rodríguez-Triana, M. J.; Chounta, I.; Pishtari, G. (2024). Curriculum analytics in higher education institutions: a systematic literature review. Journal of Computing in Higher Education, Published 23 August 2024: https://doi.org/10.1007/s12528-024-09410-8

Jesmin, T.; Osula, K.; Niglas, K.; Ley, T. (2024). A Large-Scale Study to Profile Teachers’ Use of Games in the Classrooms: From Concerns to Adoption. Technology, Knowledge and Learning, in press: https://doi.org/10.1007/s10758-024-09781-y

Kusmin, K-L.; Normak, P.; Ley, T. (2024). A methodology for planning, implementation and evaluation of skills intelligence management – results of a design science project in technology organisations. Frontiers in Artificial Intelligence, 7: https://doi.org/10.3389/frai.2024.1424924

Tammets, K.; Ley, T.; Seitlinger, P.; Eisenschmidt, E. (2024). School culture and teaching practices for the effective student- centred learning during emergency remote teaching. European Journal of Teacher Education, in press: https://doi.org/10.1080/02619768.2024.2368019

Wagner, M.; Ley, T.; Kammerer, L.; Helm, C. (2024). Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study. European Journal of Teacher Education, in press: 1-19

Wagner, M; Pishtari, G.; Ley, T. (2024). The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment. Interactive Learning Environments, in press: 1-19

Zenk L.; Pausits A.; Brenner B.; Campell D.F.; Behrens D.A. Stöckler E.M.; Oppl St.; Steiner G. (2024). Meta-competences in complex environments: An interdisciplinary perspective. Thinking Skills and Creativity, 53: 101515

Ferreira Mello, R.; Rummel, N.; Jivet, I.; Pishtari, G.; Ruipérez-Valiente, J. A (2024). Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part II. Springer Cham, Krems, Austria

Pfeffer, T.; Albrecht, V.; Parycek, P. (2024). Zukunft der Universitäten. Strategisches ExpertInnenpapier im Rahmen des Digitalen Aktionsplans Austria. University of Krems Press, Krems

Mlinar, K.; Pecek, M. (2024). Distance Learning During the Covid-19 Pandemic: What Did We Learn? Perspective of Slovenian Primary School Teachers. In: Worek, D.; Madalinska-Michalak, J., Education in times of uncertainty and crisis: 18-41, Jenior, Kassel

Pishtari, G.; Sarmiento-Márquez, E.; Rodríguez-Triana, M. J.; Wagner, M.; Ley, T. (2024). Mirror mirror on the wall, what is missing in my pedagogical goals? The Impact of an AI-Driven Feedback System on the Quality of Teacher-Created Learning Designs. In: Proceedings of the 14th Learning Analytics and Knowledge Conference: https://doi.org/10.1145/3636555.3636862, ACM, New York

Tammets, K.; Ley, T.; Kollom, K.; Khulbe, M. (2024). Interplay of Factors Influencing Pre-service Teachers’ Intention to Integrate Learning Analytics into Practice. In: Technology Enhanced Learning for Inclusive and Equitable Quality Education ; Proceedings of the 19th European Conference on Technology-enhanced Learning: https://doi.org/10.1007/978-3-031-72315-5_29, Springer, Heidelberg

Eisenschmidt, E.; Ley, T.; Seitlinger, P.; Tammets, K. (2024). Exploring leaders' perceptions of school resilience during COVID-19: Constructing the framework for school development. International Journal of Educational Research Open, 7: https://doi.org/10.1016/J.IJEDRO.2024.100375

Mlinar, K.; Pecek, M. (2024). The Approach of Schools to Ethnic Diversity: The Perspective of Majority and Minority Pupils. Center for Educational Policy Studies Journal, 14: https://doi.org/10.26529/cepsj.1887

Ley, T. (2024). Setzen wir auf die Synergie zwischen Lehrkraft und KI! science.apa.at, APA, Wien

Brachtl, S.; Ipser, C.; Keser Aschenberger, F.; Oppl, S.; Oppl, S.; Pakoy, E.K.; Radinger, G. (2023). Physical home-learning environments of traditional and non-traditional students during the COVID pandemic: exploring the impact of learning space on students’ motivation, stress and well-being. Smart Learning Environments, 10, 7 (2023): https://doi.org/10.1186/s40561-023-00222-4