CTE Workshop Proceedings

06/08/2026

This month's popular DOI:

Musiienko, O.O., 2026. Modelling information-communicative competence for AI-era designers. CTE Workshop Proceedings [Online], 13, pp.58–75. Available from:

Modelling information-communicative competence for AI-era designers Authors Oleksandr O. Musiienko Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-4906-8172 DOI: https://doi.org/10.55056/cte.1277 Keywords: information-communicative competence, TPACK, design education, artificial....

23/07/2026

Vol. 13 (2026)

In this issue:

Artificial intelligence in education and science: imaginary threats or new opportunities?
Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies
The evolution of cloud computing in education: from Hype Cycle to mainstream adoption (2012-2024)
Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law
Modelling information-communicative competence for AI-era designers
Tutors' perceptions of ICTs in promoting computational thinking among pre-service teachers in Tanzanian colleges
Integrating ICT in science lessons to promote science teachers' competencies in Tanzania
Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region
Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices
When machines create, who takes responsibility? An ethical competence framework for graphic design education in the age of generative AI
Digital transformation of education in Kryvyi Rih, Ukraine (2019-2025): a multi-framework comparative analysis of infrastructure development and digital learning ecosystems
Encyclopedic web resources and generative artificial intelligence: a methodological dimension
Behavioral analytics as FAIR impact proxies: a longitudinal study of Digital Library NAES of Ukraine (2012-2025)
Postgraduate education system as an environment for the development of digital competence of an art teacher
Classification of artificial intelligence tools for educational research by the criterion of research autonomy
Reporting AI in education research: a methodological audit of 2025-2026 publications against an adapted TRIPOD-LLM checklist
Designing the content component of immersive blended science learning: a CAMIL-grounded framework refined and pre-validated by a simulated multi-model Delphi panel
Learners' digital mobility: an evolutionary concept analysis and conceptual framework
Generative AI as a historical source: source criticism, citation integrity, and the jagged frontier of digital history
Digital entrepreneurial practices in automobile-transport vocational education
Openness as a pedagogical affordance: free and open-weight large language models in the preparation of informatics teachers
Providing scaffolding and feedback when reading authentic texts in the online lessons
Fixing the leaky pipeline: curriculum misalignment and STEM transition barriers in South Africa - a convergent mixed-methods study
Teacher evaluation reform under China's "Double Reduction" policy: a quasi-experimental study based on the multi-source process evaluation model

DOI: https://doi.org/10.55056/cte.v13
Published: 2026-03-21

23/07/2026

Yang, X., 2026. Teacher evaluation reform under China’s "Double Reduction" policy: a quasi-experimental study based on the multi-source process evaluation model. CTE Workshop Proceedings [Online], 13, pp.379–394. Available from: https://doi.org/10.55056/cte.1190

China's "Double Reduction" policy aims to alleviate the burden on compulsory education, yet significant subject-based discrimination persists in teacher evaluation, with bonus proportions for non-main subject teachers approaching zero. This study integrates critical policy analysis with organizational justice theory to construct the Multi-Source Process Evaluation Model (MSPEM) and conducted a quasi-experimental study involving 277 teachers at a typical secondary school. The research employed mixed methods, integrating AHP-entropy combined weighting and SoftMax nonlinear allocation to realize multi-dimensional process evaluation across six dimensions (core teaching, social-emotional, technology integration, home-school collaboration, professional development, and student outcomes). Results show that MSPEM significantly weakened the association between subject attributes and bonuses (r = -0.116, 95% CI [-0.22, -0.01], p = 0.053), raising the bonus proportion for non-main subject teachers from 0% to 4.25%. The Gini coefficient decreased to 0.1744 (95% CI [0.168, 0.181], below the 0.20 fairness reference value), with an effect size d = -0.162 (small effect). This indicates improvement in distributive justice, though procedural justice and interactional justice still have room for enhancement. Robustness tests demonstrated high model stability. This study provides empirical support for teacher evaluation reform under the ``Double Reduction'' policy and offers a practical, actionable reference framework for educational evaluation practice. Future work can enhance the model's generalizability through multi-center validation.

23/07/2026

Magadza, I., 2026. Fixing the leaky pipeline: curriculum misalignment and STEM transition barriers in South Africa - a convergent mixed-methods study. CTE Workshop Proceedings [Online], 13, pp.360–378. Available from: https://doi.org/10.55056/cte.1135

South Africa's Science, Technology, Engineering, and Mathematics (STEM) education pipeline continues to face critical attrition, particularly during the transition from secondary schooling to post-secondary engineering pathways. This study examines how subject streaming, especially the widespread placement of learners into Mathematical Literacy, affects preparedness for both Technical and Vocational Education and Training (TVET) and university-level engineering studies. Employing a convergent mixed-methods design within an interpretivist paradigm, the research integrated structured surveys, semi-structured interviews, and focus group discussions. Purposive and stratified sampling enabled representation across rural, peri-urban, and urban contexts, engaging 120 qualitative participants (policymakers, principals, and STEM lecturers) and 180 quantitative respondents (secondary learners, STEM teachers, and tertiary students). Thematic analysis identified five systemic challenges: (1) curriculum misalignment as a structural barrier, (2) curriculum tracking and exclusion through Mathematical Literacy, (3) teacher capacity deficits in STEM pedagogy, (4) institutional fragmentation and policy incoherence, and (5) persistent urban-rural inequalities in STEM access. Quantitative data corroborated these findings, with 72% of teachers reporting insufficient training and 63% of tertiary students indicating low preparedness for engineering studies. The study recommends systemic reforms, including vertical curriculum articulation, bridging programs, and sustained STEM teacher development, to reduce attrition and strengthen South Africa's STEM-to-engineering pipeline for the Fourth Industrial Revolution.

22/07/2026

Kolgatin, O.H. and Tuchyna, N.V., 2026. Providing scaffolding and feedback when reading authentic texts in the online lessons. CTE Workshop Proceedings [Online], 13, pp.343–359. Available from: https://doi.org/10.55056/cte.1457

A strategy of preparing and reading authentic texts in fully online classes in senior school is suggested. This strategy, based on cloud technology, provides scaffolding and feedback as students read authentic texts during online lessons. Preparing and activity stages are suggested, and possible cloud tools are analysed for each stage. The key idea of our approach is to organise feedback during silent reading with the use of specialised software that allows learners to underline some words by simply clicking them. Some examples of using this feedback are suggested for basic comprehension and then for intensive reading and content discussion. The proposed approach was implemented in the village secondary school, and the results are discussed

Providing scaffolding and feedback when reading authentic texts in the online lessons Authors Oleksandr H. Kolgatin Simon Kuznets Kharkiv National University of Economics https://orcid.org/0000-0001-8423-2359 Nataliia V. Tuchyna H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.or...

22/07/2026

Velychko, V.Y., 2026. Openness as a pedagogical affordance: free and open-weight large language models in the preparation of informatics teachers. CTE Workshop Proceedings [Online], 13, pp.319–342. Available from: https://doi.org/10.55056/cte.1404

In most school subjects a large language model is something a class consumes; in the preparation of informatics teachers it is something the class must be able to open, inspect, adapt, and govern - the very competencies the discipline obliges its graduates to teach. This dual relation makes the openness of free and open-weight models not a cost-driven substitute for proprietary services but the decisive pedagogical affordance. This conceptual, framework-building paper develops that claim from a structured review of a 202-record Web of Science pool, extended by targeted, DOI-verified supplementation. It re-conceptualizes openness as a vector of six affordances: four descend directly from the software freedoms to run, study, modify, and share - inspectability, adaptability, deployability with data sovereignty, and shareability with licensing - and two are reconstructions demanded by a stochastic, versioned artifact: reproducibility and governability. These affordances are arrayed against four enacted teacher roles - designer, facilitator, monitor, and evaluator - as a claim-graded openness-agency matrix whose every cell is marked as empirically evidenced, transferred from adjacent evidence, or argued as a proposition. Four deployment tiers, T0 through T3, locate where each affordance becomes actualizable; the decisive threshold is the T0-to-T1 transition, where a hosted endpoint gives way to a locally run model and three constrained affordances switch on together. A four-axis governance scaffold - configuration, boundaries, logging, and adjudication - makes deployment documentable and doubles as student-authored coursework. Five falsifiable propositions frame the framework for empirical test. The organizing maxim follows: model selection in teacher education is a curriculum decision, not a procurement decision.

21/07/2026

Lavrentieva, O.O. and Kyrylenko, Y.V., 2026. Digital entrepreneurial practices in automobile-transport vocational education. CTE Workshop Proceedings [Online], 13, pp.300–318. Available from: https://doi.org/10.55056/cte.1396

The digitalisation of road transport and logistics is reshaping the work of automobile-transport college graduates, yet the pedagogical literature tends to catalogue digital tools rather than the entrepreneurial actions those tools should serve, and no evidence-based taxonomy links practice types to competence outcomes for this sector. This study derives such a taxonomy through a two-stage design: a PRISMA-ScR scoping review that maps a heterogeneous, cross-disciplinary evidence base, followed by best-fit framework synthesis that codes the extracted practices against an a-priori frame of entrepreneurial-competence areas and entrepreneurial-action stages. From an initial 320 records, 63 sources were retained; the 22 practice-exemplifying sources among them were classified into groups by two independent coding passes that agreed closely (Cohen's κ=0.94 for group assignment); as both passes were AI-generated, this indexes coding-scheme consistency rather than independent human-rater reliability. Four groups of digital entrepreneurial practice are distinguished: (1) project-based entrepreneurial, (2) technical-economic, (3) logistical-organizational, and (4) communicative-reflective practices. The first three are each supported by at least three independent sector or pedagogy studies; the fourth is warranted by the completeness of the entrepreneurial-action cycle together with cross-sector reflection and assessment scholarship, an evidential asymmetry we report rather than smooth over. The four groups span a coherent cycle of entrepreneurial action - a structure partly entailed by the analytic frame - and are mapped onto the EU EntreComp and DigComp frameworks and onto experiential and activity-learning theory. Two conceptual moves extend the taxonomy into a framework: a trace-reflection mechanism, in which each action leaves an inspectable digital artefact that mediates assessment and revision, and a two-dimensional practice-design space that positions each group against tiers of environment fidelity and treats immersive technology as a level of that dimension rather than a separate group. Eight testable propositions and a progression-anchored assessment rubric are proposed. The contribution is conceptual and design-oriented; the framework and rubric await empirical validation.

Digital entrepreneurial practices in automobile-transport vocational education Authors Olena O. Lavrentieva Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-0609-5894 Yelisiei V. Kyrylenko Alfred Nobel University https://orcid.org/0009-0001-6197-4218 DOI: https://doi.org/10.55056/...

04/07/2026

This month's popular DOIs:

3. Mintii, I.S., Verbovetskyi, D.V. and Sirenko, O.Y., 2026. Reporting AI in education research: a methodological audit of 2025-2026 publications against an adapted TRIPOD-LLM checklist. CTE Workshop Proceedings [Online], 13, pp.236–255. Available from: https://doi.org/10.55056/cte.1397

2. Tarisayi, K.S., 2024. Strategic leadership for responsible artificial intelligence adoption in higher education. CTE Workshop Proceedings [Online], 11, pp.4–14. Available from: https://doi.org/10.55056/cte.616

1. Musiienko, O.O., 2026. Modelling information-communicative competence for AI-era designers. CTE Workshop Proceedings [Online], 13, pp.58–75. Available from: https://doi.org/10.55056/cte.1277

Modelling information-communicative competence for AI-era designers Authors Oleksandr O. Musiienko Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-4906-8172 DOI: https://doi.org/10.55056/cte.1277 Keywords: information-communicative competence, TPACK, design education, artificial....

24/06/2026

Selyshcheva, I.A., 2026. Generative AI as a historical source: source criticism, citation integrity, and the jagged frontier of digital history. CTE Workshop Proceedings, 13, pp.289–299. Available from: https://doi.org/10.55056/cte.1438

Between the public release of ChatGPT in late 2022 and 2026, generative artificial intelligence (AI) moved from a computational novelty to a structural feature of historical scholarship, reshaping how primary sources are transcribed, described, analysed, and communicated. This article argues that the decisive methodological shift is not the automation of existing tasks but the arrival of a new kind of object for the historian's craft: the large language model (LLM) itself, which must be read as a historical source rather than trusted as a neutral instrument. Drawing on peer-reviewed evaluations, professional-society guidance, primary legal filings, and documented failure cases, the article develops three connected claims. First, generative models are best understood as an algorithmic cartography of the digitised record whose jagged frontier of competence maps which pasts have been absorbed into training data and which remain silent. Second, the same architecture that enables transcription of damaged manuscripts and large-scale corpus analysis also produces hallucinations and fabricated citations at rates incompatible with the evidentiary standards of the discipline; recent audits and accountability cases in scholarship, government, and the courts illustrate the stakes. Third, the responsible integration of these tools depends on extending traditional source criticism to the model, on non-negotiable verification of every reference, on cryptographic provenance and Indigenous data-governance frameworks, and on assessment redesign rather than prohibition. The article synthesises evidence across document analysis, public history, and pedagogy to propose a programme for a critically literate, symbiotic historical scholarship.

Generative AI as a historical source: source criticism, citation integrity, and the jagged frontier of digital history Authors Iryna A. Selyshcheva Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-4841-6449 DOI: https://doi.org/10.55056/cte.1438 Keywords: digital history, generati...

24/06/2026

Kovalchuk, V.I., Kovalenko, T.V. and Kovalchuk, A.V., 2026. Learners’ digital mobility: an evolutionary concept analysis and conceptual framework. CTE Workshop Proceedings, 13, pp.271–288. Available from: https://doi.org/10.55056/cte.1435

"Digital mobility" is increasingly used to describe learners in digitally transformed education, but the term is applied inconsistently and lacks an agreed definition, attribute set, and boundary. This study clarifies learners' digital mobility as a concept and distinguishes it from neighbouring constructs through an evolutionary concept analysis in the tradition of Rodgers, conducted on a purposive, maximum-variation sample of 51 sources retrieved from Semantic Scholar, Crossref, and the Wiley Online Library (primary window 2015-2026). Data were analysed by constant comparison, with an attribute retained as defining only where supported by at least three independent sources. Learners' digital mobility is defined as an evolving, context-sensitive capability to move purposefully, adaptively, critically, and ethically across digital tools, platforms, information spaces, learning communities, institutions, and cultures, carrying learning forward under changing conditions. Seven defining attributes were derived - (1) cross-context portability, (2) platform and tool fluidity, (3) self-regulated orchestration, (4) networked communication and collaboration, (5) critical information and data practice, (6) digital identity, safety, and ethical agency, and (7) adaptive resilience under disruption - together with micro-, meso-, and macro-level antecedents and a two-sided set of consequences. Mapping onto DigComp 2.2 shows that digital mobility extends beyond existing competence frameworks in cross-context portability and resilience, which they address at most implicitly, and a conceptual framework with eight propositions is proposed. Digital mobility is, therefore, a distinct learner capability, not reducible to digital competence or access, and its uneven distribution - "digital immobility" - is an equity question requiring policy attention.

Learners' digital mobility: an evolutionary concept analysis and conceptual framework Authors Vasyl I. Kovalchuk Scientific and Methodological Center for Higher and Pre-Higher Education https://orcid.org/0000-0002-5006-573X Taras V. Kovalenko Nemishaeve Professional College of the National Universit...