Children’s visual representations of artificial intelligence (AI): A drawing‑based study of Greek upper‑primary students

The investigation of the relationships among artificial intelligence literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills of students in generative AI-powered programming education

Designing games, developing competencies: elementary students’ engagement with ISTE standards through playful participatory game design using the GSFG framework

Reality check in virtual worlds: Teacher roles across immersive learning environments

A phenomenographic analysis of undergraduates’ conceptions of generative AI-mediated learning

The what, how, and why of school smartphone policies: Policy stringency, communication styles, and motivational pathways

Children’s visual representations of artificial intelligence (AI): A drawing‑based study of Greek upper‑primary students

The investigation of the relationships among artificial intelligence literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills of students in generative AI-powered programming education

Designing games, developing competencies: elementary students’ engagement with ISTE standards through playful participatory game design using the GSFG framework

Reality check in virtual worlds: Teacher roles across immersive learning environments

A phenomenographic analysis of undergraduates’ conceptions of generative AI-mediated learning

The what, how, and why of school smartphone policies: Policy stringency, communication styles, and motivational pathways