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.
Pham Xuan, R.; Groß Ophoff, J. (2025). Was wir gelernt haben, hat sie uns auch wieder beigebracht – wie eine Wiederholung. Die Österreichische Sommerschule aus der Perspektive der Schüler:innen. Zeitschrift für Bildungsforschung, Mai 2025: https://doi.org/10.1007/s35834-025-00484-7
Pham Xuan, R.; Håkansson Lindqvist, M. (2025). Exploring Sustainable Development Goals and Curriculum Adoption: A Scoping Review from 2020–2025. Societies, 15(8): https://doi.org/10.3390/soc15080212
Pfeffer, T.; Albrecht, V.; Oppl, S.; Nestawal, S.; Stark, M.; Viale Pereira, G. (2025). KI-Basiskompetenzen, KI-Fachkompetenzen und KI-Kompetenzen von Organisationen. University of Krems Press, Krems
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
Geister, S.; Keser Aschenberger, F.; Çetinkaya-Yildiz, E.; Apaydin, S. (2025). The Role of Informal Learning Spaces in Promoting Social Integration and Wellbeing in Higher Education. Frontiers in Education, 10: https://doi.org/10.3389/feduc.2025.1637874
Pham Xuan, R. (2025). Rezension zu: Straehler-Pohl, H. (2023). Lehrer:innen im ‚Brennpunkt‘. Gespräche über Herausforderungen, Bewältigungsstrategien und Dilemmata des Schulalltags. Bielefeld: transcript Verlag. 326 Seiten, ISBN 978-3-8376-6713-4. journal fu¨r lehrerInnenbildung, 25 (2): 178-182, Bielefeld: transcript Verlag
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
Schueller, J.; Keser Aschenberger, F.; Lane, J. (2024). Research in Transnational Higher Education: Mixed Methods, Mixed Locations, and Mixed Assumptions. Innovative Higher Education Journal, 49: 1151–1175
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
