CTE Workshop Proceedings, Dodoma (2026)

17/02/2026

This month's popular DOIs:

5. Morze, N.V., Mashkina, I.V. and Boiko, M.A., 2022. Experience in training specialists with mathematical computer modeling skills, taking into account the needs of the modern labor market. CTE Workshop Proceedings [Online], 9, pp.95–196. Available from: https://doi.org/10.55056/cte.106

4. Liubchak, V.O., Zuban, Y.O. and Artyukhov, A.E., 2022. Immersive learning technology for ensuring quality education: Ukrainian university case. CTE Workshop Proceedings [Online], 9, pp.336–354. Available from: https://doi.org/10.55056/cte.124

3. Bondar, K., Shestopalova, O., Hamaniuk, V. and Tursky, V., 2023. Ukraine higher education based on data-driven decision making (DDDM). CTE Workshop Proceedings [Online], 10, pp.346–365. Available from: https://doi.org/10.55056/cte.564

2. Babenko, V.O., Yatsenko, R.M., Migunov, P.D. and Salem, A.-B.M., 2020. MarkHub Cloud Online Editor as a modern web-based book creation tool. CTE Workshop Proceedings [Online], 7, pp.174–184. Available from: https://doi.org/10.55056/cte.342

1. Artyukhov, A.E., Volk, I.I. and Vasylieva, T.A., 2022. Agile methodology in higher education quality assurance system for SDGs 4, 8 and 9 achievement: national experience. CTE Workshop Proceedings [Online], 9, pp.81–94. Available from: https://doi.org/10.55056/cte.105

Agile methodology in higher education quality assurance system for SDGs 4, 8 and 9 achievement: national experience Authors Artem E. Artyukhov Sumy State University https://orcid.org/0000-0003-1112-6891 Iurii Iu. Volk Sumy State University https://orcid.org/0000-0002-0262-762X Tetiana A. Vasylieva S...

08/01/2026

This month's popular DOI:

Tarisayi, K.S., 2024. Strategic leadership for responsible artificial intelligence adoption in higher education. CTE Workshop Proceedings [Online], 11, pp.4–14. Available from:

Strategic leadership for responsible artificial intelligence adoption in higher education Authors Kudzayi S. Tarisayi Stellenbosch University https://orcid.org/0000-0003-0086-2420 DOI: https://doi.org/10.55056/cte.616 Keywords: artificial intelligence, higher education, leadership, strategic plannin...

06/01/2026

Bitegeko, R.M. and Seni, A.J., 2026. Empowered through digital social media: exploring university students’ perceptions and engagement with sustainability practices. CTE Workshop Proceedings [Online]. Available from: https://doi.org/10.55056/cte.1085

This study examines how social media enables Tanzanian university students to adopt sustainable practices. Using social cognitive theory and an explanatory sequential mixed-methods design, we address two research questions: (1) What are students' perceived social media empowerment factors and their engagement with sustainability practices? (2) How do these empowerment factors contribute to sustainability engagement? Descriptive analysis (n=510) revealed that social media serve as powerful tools for resource access (mean score=4.31, 94.12% positive), self-expression and control (mean score=4.09, 88.82%), and participation in virtual sustainability discussions (mean score=4.05, 83.33%). Structural equation modelling showed that self-expression and control were the strongest predictors of sustainability-related collaboration (β=0.797), community outreach (β=0.817), and behavioural change (β=0.827, p

Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices Authors Raymond Mutasingwa Bitegeko The University of Dodoma https://orcid.org/0000-0002-3195-5059 Abdallah Jacob Seni The University of Dodoma https://orcid.org/0000-0003-...

06/01/2026

Tarasova, O.Y., Pinska, O.L., Alieka, H.I. and Moiseienko, N.V., 2025. Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies. CTE Workshop Proceedings [Online]. Available from: https://doi.org/10.55056/cte.1131

This narrative review critically examines the methodological landscape of educational technology and ICT integration research through the lens of evolving educational paradigms. Utilising Scopus AI's analytical capabilities, this paper examines how shifts from behaviourist to constructivist to connectivist paradigms have fundamentally reshaped research methodologies in the field. The review identifies methodological strengths, persistent weaknesses, and critical gaps in current EdTech research, proposing a paradigm-conscious methodological framework that aligns research approaches with underlying philosophical assumptions about learning, technology, and educational management. Drawing on sources spanning 2010-2025, the analysis documents the emergence of design-based research, learning analytics, mixed methods, and AI-enhanced approaches while identifying concerning patterns including theoretical thinness, paradigm-method incoherence, quality limitations, and the systematic overestimation of technology effects. The review contributes a comprehensive mapping of paradigm-methodology relationships, a comparative analysis of contemporary methodological approaches, quality criteria across research traditions, and practical guidelines for paradigm-coherent research practice. Implications for researchers, doctoral training, and the field's methodological development are discussed, with an emphasis on achieving "principled diversity" - the embrace of multiple approaches united by shared commitments to rigour, transparency, and the improvement of technology-enhanced learning.

Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies Authors Olena Yu. Tarasova Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-6001-5672 Olena L. Pinska Kryvyi Rih State Pedagogical University https://orcid...

05/12/2025

This month's popular DOIs:

3. Kolhatin, A.O., 2025. Generative artificial intelligence in teacher training: a narrative scoping review. CTE Workshop Proceedings [Online], 12, pp.1–18. Available from: https://doi.org/10.55056/cte.920

2. Vlasenko, K.V., Lovianova, I.V., Volkov, S.V., Sitak, I.V., Chumak, O.O., Krasnoshchok, A.V., Bohdanova, N.G. and Semerikov, S.O., 2022. UI/UX design of educational on-line courses. CTE Workshop Proceedings [Online], 9, pp.184–199. Available from: https://doi.org/10.55056/cte.114

1. 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

Strategic leadership for responsible artificial intelligence adoption in higher education Authors Kudzayi S. Tarisayi Stellenbosch University https://orcid.org/0000-0003-0086-2420 DOI: https://doi.org/10.55056/cte.616 Keywords: artificial intelligence, higher education, leadership, strategic plannin...

01/11/2025

Kanyabwoya, A., Bwagilo, H.O. and Mugaya, T.S., 2025. Integrating ICT in science lessons to promote science teachers’ competencies in Tanzania. CTE Workshop Proceedings [Online]. Available from: https://doi.org/10.55056/cte.1066

The study examines the integration of ICT in science lessons to develop the competencies of science teachers in diploma teacher colleges in Tanzania. A multiple-case study research design was employed to capture the views and experiences of 66 participants. Data was analysed using thematic analysis. Results from the interview, focus group discussion, observation and documentary review revealed that the integration of ICT in science lessons is limited. The limited integration of ICT is due to inadequate skills, limited administrative support, and the inadequate delivery of ICT materials when needed, as well as improper conditions for ICT materials. The study concludes that, despite the availability and tutors' willingness to use ICT in teaching and learning science subjects, its application in classrooms is still unimpressive. Therefore, student-teachers are likely to remain incompetent in science subjects. The study recommends the use of ICT materials in science lessons, the provision of indoor training facilities, and the timely procurement of ICT materials.

Integrating ICT in science lessons to promote science teachers' competencies in Tanzania Authors Angelina Kanyabwoya The University of Dodoma https://orcid.org/0009-0006-1326-9895 Huruma Olofea Bwagilo The University of Dodoma https://orcid.org/0000-0002-8336-3370 Tumaini Samweli Mugaya The Universi...

03/10/2025

This month's popular DOIs:

2. Vlasenko, K.V., Lovianova, I.V., Volkov, S.V., Sitak, I.V., Chumak, O.O., Krasnoshchok, A.V., Bohdanova, N.G. and Semerikov, S.O., 2022. UI/UX design of educational on-line courses. CTE Workshop Proceedings [Online], 9, pp.184–199. Available from: https://doi.org/10.55056/cte.114

1. 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

Strategic leadership for responsible artificial intelligence adoption in higher education Authors Kudzayi S. Tarisayi Stellenbosch University https://orcid.org/0000-0003-0086-2420 DOI: https://doi.org/10.55056/cte.616 Keywords: artificial intelligence, higher education, leadership, strategic plannin...

16/09/2025

Makula, J.J., William, F.K. and Nguru, F.B., 2025. Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region. CTE Workshop Proceedings [Online]. Available from: https://doi.org/10.55056/cte.985

This study explored the challenges primary school teachers face in incorporating mobile smartphone applications into their professional development in Monduli District, Tanzania. Using a mixed-methods approach, the research combined quantitative data from structured questionnaires with qualitative insights from face-to-face interviews. 68 teachers, chosen through simple random and purposive sampling, participated from ten government primary schools. Quantitative data were analysed using descriptive statistics in SPSS, while qualitative data underwent thematic analysis to identify significant patterns. Results show that although mobile applications have the potential to support professional learning, their adoption is limited by several challenges, including restricted internet access (mean = 1.85), high data costs, a lack of digital training (mean = 1.66), and inconsistent access to development programmes. Interview responses highlighted the roles of school leadership, peer collaboration, and recognition in influencing teachers' utilisation of mobile tools. The study emphasises the necessity for context-specific interventions, such as enhancing digital infrastructure, providing affordable internet packages for educators, and offering regular, ongoing training programmes. The findings contribute to both local and global conversations on mobile learning, providing theoretical, practical, and methodological insights for education policymakers and stakeholders.

Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region Authors James James Makula Institute of Accountancy Arusha https://orcid.org/0000-0001-8436-7659 Francis Kyambo William The University of Dodoma https://orcid.org/0000-0003-09...

08/09/2025

Shramko, Y., 2025. Artificial intelligence in education and science: imaginary threats or new opportunities?. CTE Workshop Proceedings [Online]. Available from: https://doi.org/10.55056/cte.1140

This opinion paper, selected by the editorial board, is a translation of a blog post originally published in Ukrainian on the Kryvyi Rih State Pedagogical University website [1]. The author examines the integration of large language models, particularly ChatGPT, into educational and scientific practices, arguing against prevalent concerns about academic integrity violations and the erosion of traditional scholarly methods. Drawing parallels with historical resistance to technological innovations such as calculators and typewriters, the paper contends that artificial intelligence represents a tool for enhancing productivity rather than a threat to intellectual rigour. The author critiques current institutional responses, including AI detection systems and mandatory disclosure requirements, as misguided attempts to regulate what should be recognised as an emerging standard tool in academic work. The paper advocates for the organic integration of AI technologies into education and science, emphasising that these tools augment rather than replace human critical thinking and creativity. Ultimately, the author argues that the academic community should focus on teaching responsible and effective use of AI tools rather than attempting to restrict or stigmatise their application.

Artificial intelligence in education and science: imaginary threats or new opportunities? Authors Yaroslav Shramko Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-4843-0328 DOI: https://doi.org/10.55056/cte.1140 Keywords: artificial intelligence, large language models, ChatGPT, a...

05/09/2025

This month's popular DOI:

1. Tarisayi, K.S., 2024. Strategic leadership for responsible artificial intelligence adoption in higher education. CTE Workshop Proceedings [Online], 11, pp.4–14. Available from:

Strategic leadership for responsible artificial intelligence adoption in higher education Authors Kudzayi S. Tarisayi Stellenbosch University https://orcid.org/0000-0003-0086-2420 DOI: https://doi.org/10.55056/cte.616 Keywords: artificial intelligence, higher education, leadership, strategic plannin...

04/08/2025

This month's popular DOIs:

2. Kolhatin, A.O., 2025. Generative artificial intelligence in teacher training: a narrative scoping review. CTE Workshop Proceedings [Online], 12, pp.1–18. Available from: https://doi.org/10.55056/cte.920

1. 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

Strategic leadership for responsible artificial intelligence adoption in higher education Authors Kudzayi S. Tarisayi Stellenbosch University https://orcid.org/0000-0003-0086-2420 DOI: https://doi.org/10.55056/cte.616 Keywords: artificial intelligence, higher education, leadership, strategic plannin...

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