• Development of teachers’ judgement skills as a component of pre- and in-service trainingRüütmann, Tiia; Läänemets, Urve; Kaja, Kadi; Kiilu, KristiLearning in the age of digital and green transition: proceedings of the 25th international conference on interactive collaborative learning (ICL2022), Volume 22023 / p. 639-648 https://doi.org/10.1007/978-3-031-26190-9_67 https://www.scopus.com/sourceid/21100901469 https://www.scopus.com/record/display.uri?eid=2-s2.0-85149689035&origin=inward&txGid=9edb14e5f75f23721647236bbf006fc4
• Learning in the Age of Digital and Green Transition : Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 22023 https://doi.org/10.1007/978-3-031-26190-9
• PrefaceAuer, Michael E.; Rüütmann, Tiia; Pachatz, WolfgangLearning in the age of digital and green transition: proceedings of the 25th international conference on interactive collaborative learning (ICL2022), Volume 22023 / p. v-ix https://link.springer.com/book/10.1007/978-3-031-26190-9 https://www.scopus.com/sourceid/21100901469 https://www.scopus.com/record/display.uri?eid=2-s2.0-85149662813&origin=inward&txGid=19519ac9accc263decb668062895d401
• The prospect of inclusive pedagogy in efficiency-centric governance paradigm : business and entrepreneurship teachers’ perspectivesNiine, Tarvo; Küttim, Merle; Semm, KristinLearning in the Age of Digital and Green Transition : Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 22023 / p. 684-694 https://doi.org/10.1007/978-3-031-26190-9_72 https://www.scopus.com/sourceid/21100901469 https://www.scopus.com/record/display.uri?eid=2-s2.0-85149663375&origin=inward&txGid=95e9c370a0883b61ffb82e95d70965e2
• Work-in-progress : exploring psychological and behavioural differences between university IT student segments formed based on dropout time and academic performancePuudist, Eerik Sven; Luberg, Ago; Aus, KatiLearning in the Age of Digital and Green Transition : Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 22023 / p. 590-596 https://doi.org/10.1007/978-3-031-26190-9_62 https://www.scopus.com/sourceid/21100901469 https://www.scopus.com/record/display.uri?eid=2-s2.0-85149694854&origin=inward&txGid=6b7e3d9d449d7b2b77bf9189e1d7eb8a