Below you will find a continuously updated list of all publications of the Department of Continuing Education Research and Educational Technologies, sorted by year of publication. For additional search and filter options visit the research database of the University for Continuing Education Krems.
Please also visit the Monograph Series Continuing Education and Lifelong Learning, a list of open access research papers and expert reports that have been commissioned by public institutions and produced by members of the Faculty for Education, Arts and Architecture.
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
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
