Sustaining changes in teachers' practices is a challenge that determines the success of curricular reforms, from which Digital Education (DE) is not exempt. As the literature on sustainability is considered "scarce" and "scattered", long-term studies modelling the factors impacting teachers' sustained uptake of DE pedagogical…

Internationally and in Ghana, formal professional development is cited in many education policies as a focal lever for transforming pedagogy and engaging students in cognitively demanding learning processes with digital technologies. Yet, this expectation for technology integration has proven difficult to achieve for many teachers, often due to…

Teachers' self-directed professional development (i.e., professional development implemented by teachers on their own) has been considered a useful channel of overcoming external constraints in under-resourced contexts, where external support for teachers may be limited. However, almost no research has focused on how such development could be…

The purpose of this study is to examine the effect of a professional development course based on information and communication technologies (ICTs) on mathematics teachers' skills in designing technology-enhanced task. A technology-enhanced professional development course for supporting mathematical reasoning is designed, implemented, and evaluated…

Many K-12 computer science (CS) education initiatives at the local, state, and federal levels have recently started to focus on engaging the young children. Although most CS education research has focused on the secondary level, only minimal research has explored how computer science (CS) and computational thinking (CT) can be taught in elementary…

The increasing attention to Machine Learning (ML) in K-12 levels and studies exploring a different aspect of research on K-12 ML has necessitated the need to synthesize this existing research. This study systematically reviewed how research on ML teaching and learning in K-12 has fared, including the current area of focus, and the gaps that need…

Computational Thinking (CT) is viewed as a set of foundation skills required to solve problems efficiently and effectively, with or without the use of technology. It has also been argued that CT can provide connections between computing and other core curriculum areas which can be beneficial for student learning outcomes. However, there are still…

The many challenges faced by instructors in distance education have been extensively documented in current literature. Nevertheless, the relative importance of such challenges has not been researched to the same extent. As instructors and institutions face limitations in terms of time and budget, the ability to effectively prioritise challenges…

Higher Education institutions robustly adopted digital pedagogy during the coronavirus (COVID-19) pandemic. This article reports on a study focussing on postgraduate students' first-hand experiences of digital pedagogy for Science, Technology, Engineering and Mathematics (STEM) education. This study was conducted at one higher education…

Online teacher professional development (OTPD) opportunities are made available to teachers and draw increasing research attention. As the key characteristics of teachers' participation in OTPD, the frequency and quality of participation are increasingly concerned. However, the relationship between teacher participation frequency and participation…

The significance of teachers' self-efficacy in coding education within K-12 settings has grown substantially. However, the literature lacks subject-specific measurement tools tailored to assess teachers' self-efficacy in coding instruction. This study adopted a mixed methods approach to develop a reliable and valid instrument for measuring…

Continuous Professional Development (CPD) programme include community of practice, action research, training, and award-bearing. CPDs also include deficit, cascade model, standard-based model, and coaching and mentoring. These CPD programme have been used in acquiring and disseminating new ideas and practices. In Rwanda, towards the effectiveness…

This study aims to understand how to improve teachers' perceptions of SCT and their SCT strategies via teacher development, with the purpose of effectively promoting Student-Centred Teaching (SCT) in programming education. A mixed-methods approach was used to investigate the changes in teachers' perceptions of and strategies for SCT in programming…

Under the tenet of framing and regulatory theory, this study undertakes a comprehensive examination of the impacts of task-oriented and self-oriented teacher developmental feedback on learning outcomes, considering the moderation roles of timeliness and regulatory focus, and compares the effects between competitive and the noncompetitive…

Learning design has become increasingly important in the context of expanding and dynamic digital learning environments. More traditional teaching approaches are no longer sufficient to engage learners in these changing learning environments. Teachers and aspiring learning designers therefore increasingly need learning design expertise, which…