---
title: "Frontiers in Education 2026 — all accepted papers, page 20"
description: "All 2,295 papers of Frontiers in Education 2026 · page 20 of 23, the most cited first; those with our summary link to it."
canonical: "https://research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/20/"
---
[Elamur Research](https://md.research.elamur.ai/free/en/) · [this page in HTML](https://research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/20/)

[home](https://md.research.elamur.ai/free/en/) / [venues](https://md.research.elamur.ai/free/en/venues/) / [Frontiers in Education](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/) / [2026](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/) / [papers](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/) / page 20

# Frontiers in Education 2026: all accepted papers

2,295 papers · page 20 of 23 · the most cited first · [← Frontiers in Education 2026](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/)

[← prev](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/19/) [1](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/) … [10](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/10/) … [19](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/19/) **20** [21](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/21/) [22](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/22/) [23](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/23/) [next →](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/21/)

1901. **[Shaping tomorrow’s classrooms: What engineering doctoral students expect as future educators ↗](https://doi.org/10.3389/feduc.2026.1656350)**Omar J. Garcia, Javeed Kittur
1902. **[Sign language students in hearing fieldwork practice: experiences from a Norwegian bachelor program in learning disability nursing ↗](https://doi.org/10.3389/feduc.2025.1739710)**Shahram Moradi, Steinar Vikholt, Christian Møller-Skau et al.
1903. **[Simulation practice of construction engineering projects in science and technology universities: a case study of renovation of old buildings ↗](https://doi.org/10.3389/feduc.2026.1795168)**Tiantian Chen, Jiangcheng Yan, D J Tang
1904. **[Smart Notes for interdisciplinary learning ↗](https://doi.org/10.3389/feduc.2026.1869132)**Rianne M. van Lambalgen, Lou Boshart, Anouk van Wijhe
1905. **[Social and pedagogical conditions for overcoming professional burnout among university teachers ↗](https://doi.org/10.3389/feduc.2026.1905605)**Ainura Karatayeva, Gulpara Baltabaevna Zhukenova, Ozerke Amangeldi et al.
1906. **[Social belonging and academic mindset affect student performance in an introductory biology course at a two-year college ↗](https://doi.org/10.3389/feduc.2026.1825440)**Héctor L. Torres, Vanessa Johnson-Ojeda, Melissa Hardy et al.
1907. **[Social skills scale: aspects of reliability and validity of a new 9-item scale assessing social-skills ↗](https://doi.org/10.3389/feduc.2026.1769238)**Hermundur Sigmundsson
1908. **[Social studies teachers’ implementation of formative assessment practices in the senior high schools of Ghana ↗](https://doi.org/10.3389/feduc.2026.1704949)**Francis Adams, George Boateng, Anderson Oppong Twumasi et al.
1909. **[Sociocratic management practices at schools: school administrators and teachers' views ↗](https://doi.org/10.3389/feduc.2026.1773173)**Püren Akçay, Aydın Balyer, Arslan Bayram
1910. **[Socioeconomic diversity in undergraduate engineering programs: a national study of Pell-eligible students ↗](https://doi.org/10.3389/feduc.2026.1946870)**Michelle D. Klopfer, David B. Knight, Jacob Grohs et al.
1911. **[Sociolinguist within: critical language awareness, linguistic ideologies, and the creation of heteroglossic ideological and implementational spaces in teacher preparation ↗](https://doi.org/10.3389/feduc.2026.1936120)**Eduardo R. Muñoz-Muñoz
1912. **[Solving a socioscientific issue in different social contexts of primary education: a STEM approach to transformative environmental education ↗](https://doi.org/10.3389/feduc.2026.1726378)**Nuria Fernández-Huetos, José Manuel Pérez Martín, Tamara Esquivel-Martín et al.
1913. **[Speaking anxiety in evaluative contexts: evidence from final-year EFL students and implications for anxiety-sensitive pedagogy ↗](https://doi.org/10.3389/feduc.2026.1845061)**Vuong Thi Hai Yen
1914. **[Speaking with AI: the impact of microsoft 365 copilot voice chat on EFL learners’ fluency, interactional competence, and autonomy ↗](https://doi.org/10.3389/feduc.2026.1851080)**Abbas Hussein Abdelrady, Abdelhamid A. Khalil, Abdul Aziz Mohamed Mohamed Ali El Deen et al.
1915. **[Special educators’ work with digital technology before the Gen-AI turn: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1854681)**Martin Holmgren, J. Ola Lindberg
1916. **[Still emerging: understanding Generative AI use in Higher Education ↗](https://doi.org/10.3389/feduc.2026.1885253)**Peter E. Kahn, Mark Carrigan, Ignacio Wyman et al.
1917. **[Strategic human resource management in administrative integration and institutional development in Greek universities ↗](https://doi.org/10.3389/feduc.2026.1809391)**Marina Vezou, Stavros Kalogiannidis, Konstantinos Spinthiropoulos et al.
1918. **[Strategic interactional sequencing in Sanskrit epic dialogue as a model for communicative language training in ELE ↗](https://doi.org/10.3389/feduc.2026.1789320)**Jagdeep Dattaram Panchal, Ganesh Chilkhe, Vikhyath Shetty
1919. **[Strategic leadership for agentic AI in education: a conceptual framework with reference to the United Arab Emirates ↗](https://doi.org/10.3389/feduc.2026.1919413)**Tamra Alshloul, Hosam R. I. Badawy, Hesham R. I. Badawy et al.
1920. **[Strategic planning vs. advocacy-driven reform: lessons from New York's education policies ↗](https://doi.org/10.3389/feduc.2026.1764327)**Katie S. Davis, Olga Karina Cohen, Aquitta Jana Parker et al.
1921. **[Strategies to improve organizational climate in higher education institutions: a systematized literature review using the SALSA framework ↗](https://doi.org/10.3389/feduc.2026.1932376)**Erika Escobar, Renato M. Toasa
1922. **[Strength of character and universal values are essential for the effectiveness of entrepreneurial students’ intention ↗](https://doi.org/10.3389/feduc.2026.1719134)**Abdul Azis Bagis, Santi Nururly, Zulkifflee Mohamed
1923. **[Strengthening education in global health through practical experience: evaluation of a master of science of global health program ↗](https://doi.org/10.3389/feduc.2026.1753545)**Sarah B Welch, Selin Capan, Vibhusha Kolli et al.
1924. **[Stress, mental health, and adaptation among medical students during educational disruption due to pandemic: a mixed-methods study ↗](https://doi.org/10.3389/feduc.2026.1799438)**Tarron Kayalackakom, Dheeraj Babu Baji, Sheetal Naik et al.
1925. **[Stress, resilience, and learning in emergency: a multi-case study of children’s well-being and cognitive functioning in a West Bank refugee camp ↗](https://doi.org/10.3389/feduc.2025.1742975)**Amjad I. Joma, Olivier Arvisais
1926. **[Structural barriers to university counselling and ChatGPT as a preferred help-seeking alternative: a convergent mixed-methods study among Generation Z students in Kazakhstan ↗](https://doi.org/10.3389/feduc.2026.1838533)**Assel Alimakhanovna Issakhanova, Gulzhan Abdullina, Nursulu Belessova
1927. **[Structured play-based motor activities and joint-attention behaviors in autistic individuals: an exploratory repeated-measures mixed-methods pilot study ↗](https://doi.org/10.3389/feduc.2026.1909053)**Gabriel de Souza Zanini, Vitor Gabriel de Almeida Domingues, João Vitor da Silva Santos et al.
1928. **[Structuring a factor-based framework for student retention: a systematic review and clustering for MCDM applications ↗](https://doi.org/10.3389/feduc.2026.1737408)**Roxana-Mariana Nechita, Dana-Corina Deselnicu, Petronela Cristina Simion et al.
1929. **[Student and instructor perceptions of feedback in veterinary clinical education, part I quantitative analysis ↗](https://doi.org/10.3389/feduc.2026.1743510)**Shane D. Lyon, Katherine Fogelberg, Ariana L. Hinckley-Boltax et al.
1930. **[Student engagement and perceptions of the educational environment in industrial engineering programs in Jordan ↗](https://doi.org/10.3389/feduc.2026.1754367)**Nibal T. Albashabsheh, Najat Almasarwah, Zaher Al-Bashabsheh et al.
1931. **[Student engagement and performance in online assessments: evidence of ceiling effects and implications for adaptive assessment design ↗](https://doi.org/10.3389/feduc.2026.1879870)**Ahlam Almalawi, Ben Soh, Alice Li et al.
1932. **[Student engagement in transnational engineering higher education: an evaluation of four active learning approaches ↗](https://doi.org/10.3389/feduc.2026.1863267)**Sajjad Hussain, Hana Butorová, Hongmei Zhang et al.
1933. **[Student perceptions of STEM engagement and student-led learning in a biotechnology-focused honors course: a qualitative case study ↗](https://doi.org/10.3389/feduc.2026.1777676)**Molly E. Tuck, Kaylee A. Palomino, Luke H. Bradley
1934. **[Student perceptions of flexible learning in Philippine higher education during COVID-19 and implications for crisis-responsive monitoring ↗](https://doi.org/10.3389/feduc.2026.1871849)**Adrian P. Ybañez, Joselito F. Villaruz, Aline G. Magalong et al.
1935. **[Student perspectives on German classroom contexts in processes of transformation. A qualitative-reconstructive analysis of two student drawings ↗](https://doi.org/10.3389/feduc.2026.1838576)**Sarah Nell-Müller
1936. **[Student teachers' perceptions of conditions for reflection in digital supervision ↗](https://doi.org/10.3389/feduc.2026.1879268)**Duarte Nuno Farbu Pinto, Veronica Isaksen
1937. **[Student-perceived program coherence in seven disciplines: associations with student motivation and identification ↗](https://doi.org/10.3389/feduc.2026.1794053)**Julia Dietrich, Valérie-Danielle Berner, Miriam F. Jaehne et al.
1938. **[Students who expect to be rejected by their teachers display weaker engagement and self-concept ↗](https://doi.org/10.3389/feduc.2026.1861903)**Zuzanna M. Preusche, Kerstin Göbel
1939. **[Students' conceptions about AI in science classrooms ↗](https://doi.org/10.3389/feduc.2026.1810140)**Cathérine Conradty, Sofoklis Alexander Sotiriou, Dimitris Koulentianos et al.
1940. **[Students’ awareness of the importance of using proper English grammar in the job market: a critical examination of perceptions and practices](https://md.research.elamur.ai/free/en/papers/allehyani-2026-students-awareness-importance-using-proper/)**Badr Allehyani*our summary*
1941. **[Students’ expectations for learning scientific research ↗](https://doi.org/10.3389/feduc.2026.1713511)**Edson Jorge Huaire Inacio, Maura Natalia Alfaro Saavedra, Aldo Antonio Pineda Palomino et al.
1942. **[Students’ intention to use artificial intelligence in business courses: an extended TAM approach in a developing economy ↗](https://doi.org/10.3389/feduc.2026.1893741)**Rehab EmadEldeen, Ahmed F. Elbayoumi, Marwa Farghaly et al.
1943. **[Students’ perceptions of work-integrated learning as a skills acquisition programme: evidence from a South African University of technology ↗](https://doi.org/10.3389/feduc.2026.1878647)**N. C. M. Magagula, Bongani Innocent Dlamini, Hlanganani Siduduzo Shange
1944. **[Study goals and academic satisfaction as predictors of sense of belonging in Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1935773)**Justino Ricardo Palma-Asencios, Eunice Marisol Orozco-Cisneros, Jai Pascual-Mariño
1945. **[Subjective AI decision-making significance (SAID) in high-school students ↗](https://doi.org/10.3389/feduc.2026.1922560)**Elena M. D. Schönthaler, Melanie Lenger, Philipp Kranabitl et al.
1946. **[Supervision in educational leadership: practices, challenges, and innovations in the UAE — a multi-level coupling analysis of the current and future ↗](https://doi.org/10.3389/feduc.2026.1862260)**Hosam R. I. Badawy, Tamara Alshloul, Hesham R. I. Badawy et al.
1947. **[Supporting digital competency development for adult students in post-secondary distance education ↗](https://doi.org/10.3389/feduc.2026.1827643)**Michelle Deschênes, Lucie Dionne
1948. **[Supporting resilience for autistic children and their families: appreciating the roles of grandparents ↗](https://doi.org/10.3389/feduc.2026.1771073)**Paulette A. Luff, Daniela Mangione, Mallika Kanyal et al.
1949. **[Supporting students beyond the classroom: faculty knowledge and practices in referring students to campus counseling services ↗](https://doi.org/10.3389/feduc.2026.1971647)**N. Mohamad, R. Miles, A. Krishnan et al.
1950. **[Supporting the mental health and psychosocial support needs of out of school children and youth in Southeast Asia: a review of available evidence ↗](https://doi.org/10.3389/feduc.2026.1812649)**Anna Dabrowski, Grace Mackley, Carlo Fernando et al.
1951. **[Survival and withdrawal of international branch campuses: a systematic literature review from Business Model Canvas ↗](https://doi.org/10.3389/feduc.2026.1803443)**Ayako Morohoshi, Takashi Sekiyama
1952. **[Sustainability and research in the Colombian-Ecuadorian public higher education system ↗](https://doi.org/10.3389/feduc.2025.1716824)**Marco Burbano Pulles, Orlando Meneses Quelal
1953. **[Sustainable development education: long-cycle model, international benchmarks, and student self-assessment ↗](https://doi.org/10.3389/feduc.2026.1893832)**Еремеева Анжелика Михайловна, Aleksandr S. Khatrusov, Valeria Esthefanía Quiroz Cabascango et al.
1954. **[Sustainable digitalization in education: perspectives of Latvian educational professionals ↗](https://doi.org/10.3389/feduc.2026.1898042)**Liene Briede, Inna Samuilik, Olga Kozlovska
1955. **[Sustainable education management of AI in early childhood education: policy and system-level implications for Asia ↗](https://doi.org/10.3389/feduc.2026.1787643)**Wen Jye Chi
1956. **[Sustainable industry-education integration for agricultural talent cultivation: the government-funded agricultural science and technology students program in China ↗](https://doi.org/10.3389/feduc.2026.1843616)**Yinjie Fang, Peng Wu, Nengshou Zhou et al.
1957. **[Sustainable leadership and future-ready school development in secondary schools in Irbid Governorate: the indirect explanatory role of organizational learning ↗](https://doi.org/10.3389/feduc.2026.1923896)**Tamara nije Dawoud, Luai Taleb Obaidat
1958. **[Sustainable leadership and teacher performance: mediating roles of work engagement and innovative work behaviour ↗](https://doi.org/10.3389/feduc.2026.1766259)**Nurdinni Tilova, Joeliaty Joeliaty, Yunizar Yunizar et al.
1959. **[Sustainable learning of Indian knowledge systems through design thinking: a case study on pranayama technique ↗](https://doi.org/10.3389/feduc.2026.1793686)**Anagha M. Panditrao, Vaishali Upadhye
1960. **[Symbolic incentives in elementary schools ↗](https://doi.org/10.3389/feduc.2026.1892999)**Zehorit Dadon‐Golan, Iris BenDavid‐Hadar, Reut Tsidkany
1961. **[Synergistic development mechanism of discipline construction and postgraduate education driven by doctoral programme project construction-a case study of Zhongyuan University of Technology ↗](https://doi.org/10.3389/feduc.2026.1840227)**Huifan Zheng, Xuesong Zhang, Kun Qi et al.
1962. **[Synergy between explicit teaching, ICT integration, and the TaRL approach: structural modeling of learning gains ↗](https://doi.org/10.3389/feduc.2026.1742242)**Mounia Machkour, Hiba Gharbaoui, Latifa Lamalif et al.
1963. **[Systematic literature review: gamification in teacher professional training (2019–2025) ↗](https://doi.org/10.3389/feduc.2026.1819092)**Fatima Al Amri, Norlidah Alias, Dorothy DeWitt
1964. **[TEGA toolkit: a validated framework for inclusive analog game design in higher education ↗](https://doi.org/10.3389/feduc.2025.1670301)**Sara Rye
1965. **[Tailoring assistive technology training for ASD: a moderated mediation model of students’ perceived needs and disciplinary contexts ↗](https://doi.org/10.3389/feduc.2026.1875809)**Florentina Ionela Lincă, Elena Marin
1966. **[Tailoring communication to engage diverse student groups in higher education sustainability-related programs ↗](https://doi.org/10.3389/feduc.2026.1741965)**Megan Lee, Tyra Byers, Orion P. Mowbray et al.
1967. **[Taiwanese preschool teachers’ use of picture books to foster anti-bias education ↗](https://doi.org/10.3389/feduc.2026.1789307)**Wan-Hsuan Lin, Bi-Ching Chen
1968. **[Taking notes with different writing devices influences learning processes but not performance: an EEG study comparing ink pens, digital pens, and keyboards ↗](https://doi.org/10.3389/feduc.2026.1799651)**Bookyung Shin, Mijung Sung, Jieun Kiaer et al.
1969. **[Teacher and counselor perceptions of high- and middle-school studentc communication and mental health: a qualitative study ↗](https://doi.org/10.3389/feduc.2026.1693050)**Molly K. McVoy, Jacqueline S. Marquart, Timothy S. Nakhla et al.
1970. **[Teacher education during wartime: professional identity, resilience, and practical training adaptations. A mixed-methods study of student and mentor experiences navigating crisis ↗](https://doi.org/10.3389/feduc.2026.1837326)**Sigal Ben‐Zaken, Mahmood Sindiani
1971. **[Teacher education initiatives for developing creativity among early childhood and primary educators: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1867643)**Mingyue Zhou, Yiwen Jiang, Siu-Hang Kong
1972. **[Teacher educators' perceptions and experiences of universal design for learning in Ghanaian teacher education: understanding, preparedness and perceived institutional support ↗](https://doi.org/10.3389/feduc.2026.1936790)**William Nketsia, Maxwell Peprah Opoku, Michael Amponteng et al.
1973. **[Teacher educators’ understanding of pedagogical innovation ↗](https://doi.org/10.3389/feduc.2026.1849534)**Barbara Waloszek
1974. **[Teacher emotions and emotional exhaustion among regularly and non-regularly trained novice teachers: self-perceptions and external evaluations ↗](https://doi.org/10.3389/feduc.2026.1692253)**Matthias Huber, Christine Haupt
1975. **[Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings ↗](https://doi.org/10.3389/feduc.2026.1736919)**Yasmin Theile, Benjamin Rott
1976. **[Teacher professional procrastination as a well-being and self-regulation challenge: development and validation of the Arabic teacher professional procrastination scale ↗](https://doi.org/10.3389/feduc.2026.1903123)**Taha Chebbi, Amayra Tannoubi, Tore Bonsaksen et al.
1977. **[Teacher recruitment for high school students: validation of the Erikson teaching identity questionnaire ↗](https://doi.org/10.3389/feduc.2026.1849897)**Fanni Liu Coward, Jaehoon Lee, Lacy D. Brice et al.
1978. **[Teacher self-efficacy as a mediator between learning engagement and teaching skills in Chinese pre-service teachers ↗](https://doi.org/10.3389/feduc.2026.1697522)**Xiaoyu Huang, Richard Peter Bailey, Xiao Hua Huang et al.
1979. **[Teacher stress and support gaps: a mixed methods study of the resource paradox in K-12 schools ↗](https://doi.org/10.3389/feduc.2026.1886762)**Kristen C. Mosley, Trisha Miller, Christopher J. McCarthy
1980. **[Teacher supervision and wellbeing in UAE schools: balancing support and accountability ↗](https://doi.org/10.3389/feduc.2026.1896316)**Ali Ibrahim, Rasha Abdullah, Eman Abdelwahab et al.
1981. **[Teacher support and university students' self-perceived probability problem-solving: a mediation analysis of self-efficacy ↗](https://doi.org/10.3389/feduc.2026.1854658)**Lord Ampofo Adusei, Clement Opoku Agyebi, Sarah Efua Kyerwa Enninful et al.
1982. **[Teacher training and curriculum implementation in universities in Somaliland: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1766835)**Tawakal Abdi Ali, Yilfashewa Seyoum Mekuria, Garkebo Basha et al.
1983. **[Teacher-reported learner personality traits, academic achievement, and classroom challenges: basis for a proposed strategic intervention management program in Zhongshan, China ↗](https://doi.org/10.3389/feduc.2026.1842375)**Haiyan Wu, Imelda Flores
1984. **[Teachers as designers of gamified pedagogical infrastructure: ClassPoint use in language classrooms ↗](https://doi.org/10.3389/feduc.2026.1861576)**Yahia Alramamneh, Nagla Ali, Nabeeh Kasasbeh et al.
1985. **[Teachers' evaluations of evidence— accurate statistical understanding but biased relevance perceptions ↗](https://doi.org/10.3389/feduc.2026.1888187)**Kristina Bohrer, Kirstin Schmidt, Florian Kühlwein et al.
1986. **[Teachers' in-the-moment diagnosis of students' problem-solving difficulties in mathematics ↗](https://doi.org/10.3389/feduc.2026.1831773)**Johan Sidenvall, Erika Boström, Carina Granberg et al.
1987. **[Teachers' perspectives on the roles of pragmatism in innovative and digital education: a mixed-method study ↗](https://doi.org/10.3389/feduc.2026.1806504)**Muminova Zarifa Odilovna, Bahora Xodjayorova, Kuvat Xaqnazarovich Alikulov et al.
1988. **[Teachers' self-efficacy and its role on effective classroom management at secondary schools in Johannesburg, South Africa ↗](https://doi.org/10.3389/feduc.2026.1886468)**Nadeem Ahmed
1989. **[Teachers’ and learners’ perspectives on disciplinary approaches in a South African special school through an inclusive education Lens ↗](https://doi.org/10.3389/feduc.2026.1907840)**Motsekiso Calvin Letuma
1990. **[Teachers’ career stage, motivational and epistemic predispositions strengthen familiarity and use of evidence-based information sources ↗](https://doi.org/10.3389/feduc.2026.1768177)**Martí Quixal, Thérése Eder, Franziska Gazar et al.
1991. **[Teachers’ implementation of the assessment, evaluation, and programming system for children with ADHD in Saudi inclusive kindergartens: a qualitative multiple-case study ↗](https://doi.org/10.3389/feduc.2026.1947031)**Samirah Alzahrani, Hatim Hamdi Algraigray
1992. **[Teachers’ perceptions about active learning in lifelong learning and health literacy as a challenge for health education in Thailand’s education system ↗](https://doi.org/10.3389/feduc.2026.1750903)**ARPHAT TIAOTRAKUL, Pufa Savegpan, Angkana Onthanee
1993. **[Teachers’ perceptions of artificial intelligence integration in education: a multi-campus cross-sectional study from Riphah International University, Pakistan ↗](https://doi.org/10.3389/feduc.2026.1968743)**Niaz Ali, Kamran Zaib, Saba Ahmed et al.
1994. **[Teachers’ questioning strategies and students’ critical thinking in Ethiopian English as a foreign language classrooms: a mixed-methods study ↗](https://doi.org/10.3389/feduc.2026.1931379)**Esayas Teshome Taddese, Habtamu Adem, Mitiku Tasisa Dinsa et al.
1995. **[Teachers’ self-efficacy for family-school cooperation: a scoping review of quantitative evidence ↗](https://doi.org/10.3389/feduc.2026.1906821)**Tomáš Turzák, Lívia Fenyvesiová, Jana Turzáková et al.
1996. **[Teachers’ use of generative artificial intelligence in K–12 education: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1935733)**Oğuz Cincioğlu, Duygu Mutlu Bayraktar, Tuğba Altan
1997. **[Teachers’ voices and personal practical knowledge in Nepal: a qualitative study of secondary school educators in Kathmandu valley ↗](https://doi.org/10.3389/feduc.2026.1858901)**Som Nepali, Rajesh Tamang
1998. **[Teachers’, parents’, and five-year-old children's perceptions of preschool classroom design and arrangement: what really matters to whom? ↗](https://doi.org/10.3389/feduc.2026.1772850)**Netta Perry, Ornit Spektor‐Levy, Esther Adi‐Japha
1999. **[Teacher–infant interactions in early childhood education and care: a review from an embodied, intersubjective, and multimodal perspective ↗](https://doi.org/10.3389/feduc.2026.1837905)**Soledad Carretero, Mar de la Cueva, Débora Moreno-Jusdado et al.
2000. **[Teaching at the right level with digital tools: a large-scale quantitative study of learning gains and implementation factors ↗](https://doi.org/10.3389/feduc.2026.1890124)**Mounia Machkour, IDALENE Asmaa, Latifa Lamalif et al.

[← prev](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/19/) [1](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/) … [10](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/10/) … [19](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/19/) **20** [21](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/21/) [22](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/22/) [23](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/23/) [next →](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/papers/page/21/)

- [← back to](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/) — Frontiers in Education 2026