From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice

Makomosela Qhobela, Mamohato Makhechane, Tom Ssendija

Sustainable Education and Digital Transformation, Volume 2, Issue 1, Article No: e29923

https://doi.org/10.33902/SEDT.202629923

Teachers’ online teaching competencies for sustainable digital education: Evidence from a cross-national survey

Esma Çengel, Filiz Acar

Sustainable Education and Digital Transformation, Volume 2, Issue 1, Article No: e44144

https://doi.org/10.33902/SEDT.202644144

Creating equitable learning opportunities in inclusive mathematics classrooms: Lecturers’ instructional practices in Ghanaian teacher education

Moses Agyemang

Sustainable Education and Digital Transformation, Volume 2, Issue 1, Article No: e43892

https://doi.org/10.33902/SEDT.202643892

EFL online assessment under abrupt disruption: Vietnamese tertiary teachers’ adaptive strategies for sustainable digital assessment

Thuy Thanh Pham, Hoang Huy Nguyen

Sustainable Education and Digital Transformation, Volume 2, Issue 1, Article No: e44169

https://doi.org/10.33902/SEDT.202644169

Equity and readiness in Kenya’s competency-based curriculum transition: Mixed-methods evidence from the pioneer grade 10 cohort

Silas Mwirigi, Josphat Kagema

Sustainable Education and Digital Transformation, Volume 2, Issue 1, Article No: e43844

https://doi.org/10.33902/SEDT.202643844

Advancing technology use in Ghanaian classrooms: The interplay of national, school, and teacher-level factors

Seth Kwadwo Antwi

Sustainable Education and Digital Transformation, Volume 2, Issue 1, Article No: e42613

https://doi.org/10.33902/SEDT.202642613

Gendered paths of AI anxiety: Exploring self-competence and efficacy in college students

John Mark R. Asio

Sustainable Education and Digital Transformation, Volume 2, Issue 1, Article No: e44318

https://doi.org/10.33902/SEDT.202644318