Volume 18, Issue 4, October 2026🔒 SSL Verified

Table of Contents

• ↓ Authority Metrics: Score 53/100
• ↓ Global Reach of Cedtech
• ↓ Competitor Analysis for .NET Domains
• ↓ Top Alternatives to cedtech.net

6-Month Traffic Trend Estimate

Official Contact & Profiles

Visual representation extracted from cedtech.net

Content Snippets from cedtech.net

"Contemporary Educational Technology (CET) is an internationally peer-reviewed journal.  It is published quarterly in January, April, July and October. All submissions go through a strictly double-blind review process. CET is a truly open-access journal."

"The use of artificial intelligence (AI) in higher education pedagogy has gained increasing relevance; however, there remains a shortage of psychometrically validated instruments capable of assessing, in a multidimensional and context-specific manner, faculty adoption of these technologies. The aim of this study was to identify the factorial structure and evaluate the psychometric properties of an instrument designed to measure AI use among university faculty. The instrument was developed based on the unified theory of acceptance and use of technology and was administered to a convenience sample of 330 university instructors. Exploratory factor analysis revealed a robust seven-factor structure explaining 66.90% of the total variance, allowing the refinement and optimization of the instrument from 50 to 30 items. The final scale demonstrated excellent overall internal consistency (Cronbach’s alpha = 0.913). It is concluded that the developed instrument is a valid and reliable tool for higher education institutions to assess and diagnose faculty levels of AI adoption, thereby facilitating the design of context-specific institutional policies and effective professional development programs in AI-enhanced pedagogy."

"Keywords: artificial intelligence, university pedagogy, exploratory factor analysis, reliability"

"Teacher digital competence (TDC) is widely recognized as a key enabler of educational digitalization, yet many professional development initiatives do not lead to sustained changes in classroom practice. This study examines the contextual and organizational determinants that should inform the design and implementation of TDC programs in school education from an implementation science (IS) perspective. Drawing on the consolidated framework for implementation research 2.0, a three-round Delphi study was conducted with 23 specialists in educational technology, including teacher educators, school leaders, and system-level advisers. Through qualitative and quantitative analyses, the study developed a model that organizes the main determinants across five domains: intervention characteristics, outer setting, inner setting, characteristics of individuals, and implementation process. The findings suggest that effective TDC programs must extend beyond a narrow focus on individual skills, as their success also depends on leadership, organizational conditions, external support, contextual adaptation, and ongoing evaluation. The model provides a structured basis for designing, implementing, and evaluating programs that are realistic, context-sensitive, and sustainable. Overall, the study demonstrates the value of IS for strengthening teacher professional development in digital education."

Key Topics & Focus Areas for cedtech.net:

Authority Metrics: Score 53/100

Global Reach of Cedtech

Competitor Analysis for .NET Domains