AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy. [PDF]
Bai X, Hsieh TS.
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Gamified Formative Assessment in a First-Year Medical Morphology Course: Qualitative Study. [PDF]
Herrera Alcaíno Á +6 more
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AI literacy and innovative work behavior among Chinese university teachers: indirect associations through AI-TPACK and moderation by organizational inertia. [PDF]
Xu S, Zhang G, Xu W.
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Virtual patients and learning communication skills at "double speed": a qualitative study using the TPACK framework. [PDF]
Walshe CM, Bruen C, Daly R, Kent F.
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The chain-mediating roles of generative AI literacy and TPACK in the relationship between AI support and teaching practice among university teachers. [PDF]
Yang Z, Lan Y.
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A multidimensional measure of pre-service teachers' perceived technological competence for teaching: integrating TPACK, DigCompEdu, and self-efficacy. [PDF]
Kaya I, Meylani R.
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Artificial intelligence and teacher competence: a scoping review of assessment, analytics, and professional development. [PDF]
Baizhanov N +4 more
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Construction of a faculty competency model for medical simulation education integrated with GenAI: a multi-method quantitative study based on the perspective of medical students. [PDF]
Zhu-Ge Y +4 more
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Psychotherapeutic Competencies in Blended Care Psychotherapy: Development of a Competence Framework. [PDF]
Weiher GM +5 more
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Developing and validating a digital literacy assessment framework for pre-service physical education teachers: a Delphi-AHP study. [PDF]
Zhao S, Song G, Wang J, Qin G, Zhao X.
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