- Olivia Wohlfart, Ingo Wagner. Longitudinal perspectives on technology acceptance: Teachers' integration of digital tools through the COVID-19 transition. EAIT, 30(5):6091-6115, April 2025.
- Feifei Wang, Alan C. K. Cheung, Ching Sing Chai, Jin Liu. Development and validation of the perceived interactivity of learner-AI interaction scale. EAIT, 30(4):4607-4638, March 2025.
- Sabiha Mumtaz, Jamie Carmichael, Michael Weiss, Amanda Nimon-Peters. Ethical use of artificial intelligence based tools in higher education: are future business leaders ready?. EAIT, 30(6):7293-7319, April 2025.
- Seongyune Choi, Hyeoncheol Kim. The impact of a large language model-based programming learning environment on students' motivation and programming ability. EAIT, 30(6):8109-8138, April 2025.
- Ezechiel Nsabayezu, Olivier Habimana, Wenceslas Nzabalirwa, Francois Niyongabo Niyonzima. Investigating the contemporary teaching approaches and technological integration in organic chemistry instruction in selected Rwandan secondary schools. EAIT, 30(5):6399-6433, April 2025.
- Yiming Liu 0005, Xiao Hu 0001, Jeremy Tzi-dong Ng, Zhengyang Ma, Xiaoyan Lai. Ready or not? Investigating in-service teachers' integration of learning analytics dashboard for assessing students' collaborative problem solving in K-12 classrooms. EAIT, 30(2):1745-1776, February 2025.
- Nabila Mushtaq, Nadiya Nazeer, Ishret Fayaz, Farzana Gulzar. Next-Gen Learning: Gamifications impact on higher education. EAIT, 30(11):15691-15717, July 2025.
- Han Zhang, Jamie Costley, Matthew Courtney, Galina Shulgina, Mik Fanguy. Correction to: The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses. EAIT, 30(6):8349-8350, April 2025.
- Ayse Arikan Dönmez, Afra Çalik, Kübra Terzi, Sevgisun Kapucu. Designing and evaluating ONCologic EMergencies escape room game for undergraduate nursing students: The ONCEM quasi-experimental pilot study. EAIT, 30(2):1849-1872, February 2025.
- Hanxi Li, Younghwan Pan. Exploring the impact of hedonic and utilitarian drivers of gamified learning in metaversity: A multi-group analysis. EAIT, 30(9):11935-11970, June 2025.