Meet Our Partners
Self-Regulated Learning (SRL) is one of today’s most essential skills. Through the Office of the Chief Scientist at the Israeli Ministry of Education, we have already conducted several projects aimed at fostering SRL with technology — from interactive video-based programs to innovative interventions with generative AI. Our applied research addresses both teachers and students, designing and evaluating technology-enhanced methods to strengthen SRL in authentic learning environments.
Generative AI is transforming the way we learn and teach, opening new possibilities for personalization, creativity, and efficiency in education. We are engaged in several collaborative projects with the Israel Ministry of Innovation, Science and Technology, aimed at advising the Ministry of Education on the integration of generative AI into schools. These initiatives also focus on designing personalized training programs for both teachers and students, ensuring that the use of AI tools supports meaningful learning and effective teaching practices.
Large scale of binational survey with 3003 students from Monash and Tel Aviv Universities was conducted. The main aim was to better understand students’ actual experiences with digital technologies during their studies – highlighting the technologies that students perceived as particularly helpful and/or useful. Special attention was given to the differentiation usage of official technologies resources versos non-official technologies resources. Thus, the research questions were: (a) Are there cultural differences in digital technologies resources usage and practices between Australian and Israeli students? (b) Are there cultural differences between Australian and Israeli students regarding their perception of the usefulness of digital technologies resources and practices? The results of this study confirmed the predominance of ‘official’ digital resources, such as learning management systems and online library resources. However large proportions of students unsurprisingly reported on the usage of ‘non-official’ digital resources such as specialized academic search services (such as Google Scholar and Web of Science) and accessing subject-related videos and audio recordings on content sharing websites such as YouTube and Wikipedia as well as communicating and/or collaborating with other students through Facebook and other social networks.
Online learning has been recognized as a possible approach to increase students’ English language proficiency in developing countries where high-quality instructional resources are limited. Identifying factors that predict students’ performance in online courses can inform institutions and instructors of actionable interventions to improve learning processes and outcomes. Framed in Deci and Ryan’s self-determination theory (SDT) and using data from a pre-course student readiness survey, LMS log files, and a course Facebook page, this study identified key predictors of persistence and achievement among 716 Peruvian students enrolled in an online English language course. Factor analysis was used to identify latent factors from 7 behavioral variables and 18 pre-course student readiness variables. Nine factors emerged, which were classified into three categories of measures based on SDT: competence, autonomy, and relatedness. We found that factors in the categories of competence and autonomy significantly predicted persistence and achievement in online courses. Specifically, the midterm score and self-regulation skills significantly predicted students’ final test score. Counterintuitively, we also found that time spent on the course was a significantly negative predictor of the final test score and that the extent to which a student valued peer learning at the beginning of the course negatively predicted course achievement.
Contextualized Mobile Assisted Language Learning (CMALL) is highly valued as a means to achieve meaningful learning. However, although the role of high quantities of CMALL is prominent, MALL literature discusses contextualization dichotomously, rather than measuring it and relating to its potential levels, without considering affective outcomes theoretically. Although evaluating contextual activities and their outcomes is challenging, we quantitatively evaluate CMALL’s level and associate it with motivation using a model we developed in previous empirical studies for CMALL measurement, based on real world place and real life activity contexts. The hypothesis of CMALL influence on motivation is based on our developed theoretical CMALL-motivation framework. The difficult Chinese language makes it an appropriate candidate for examining CMALL relation to motivational outcomes
Tallinn University is the largest university of humanities and social sciences in Tallinn and the third biggest public university in Estonia. It combines Estonia’s longest traditions of teacher training with a strong focus on educational innovation, digital culture, and open governance. We collaborate with Tallinn University in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
The University for Continuing Education Krems is a European leader in postgraduate and lifelong learning, with over 8,500 students and 17,000 graduates worldwide. It combines decades of experience in professional education with innovation and high-quality standards in research and teaching. We collaborate with Krems in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
Ulm University, founded in 1967, is the youngest university in Baden-Württemberg and a hub for interdisciplinary research and innovation. With more than 10,000 students, it is known for excellence in engineering, medicine, natural sciences, and future-oriented technologies. We collaborate with Ulm University in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
The University of Oulu, founded in 1958, is one of Finland’s largest and most multidisciplinary universities, with 16,000 students and 3,000 staff. It is internationally recognized for research and innovation in technology, education, and well-being in northern and global contexts. We collaborate with the University of Oulu in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
The University of Augsburg, founded in 1970, is a modern and internationally oriented university with around 20,000 students. Its campus is known for its open, park-like design and a strong focus on community, interdisciplinarity, and global exchange. We collaborate with the University of Augsburg in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
Established in 1988, the Estonian Business School is the oldest privately owned business university in Estonia, with a campus also in Helsinki. EBS focuses on entrepreneurship and business administration, with over 30% of its student body coming from abroad and strong international partnerships. We collaborate with EBS in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
Established in 1919, the University of Latvia is a leading institution of higher education and research in the Baltic region. It offers a wide range of study programs and plays a key role in advancing innovation and educational development nationally and internationally. We collaborate with the University of Latvia in the AI-EmpaTe project, which aims to equip teacher education students and school teachers with the knowledge, skills, and competences to integrate AI as teaching content in education.
Founded in 1348, Charles University in Prague is the oldest and one of the most prestigious universities in Central Europe. It has a long tradition of excellence in research and education across disciplines, with a strong international profile and more than 50,000 students. We collaborate with Charles University in the AI-EmpaTe project, which aims to equip teacher education students and school teachers with the knowledge, skills, and competences to integrate AI as teaching content in education.
Matej Bel University, founded in 1992, is a modern public university in central Slovakia offering diverse programs in education, economics, law, natural sciences, and social sciences. It is committed to quality, internationalization, and cooperation with research and educational institutions worldwide. We collaborate with Matej Bel University in the AI-EmpaTe project, which aims to equip teacher education students and school teachers with the knowledge, skills, and competences to integrate AI as teaching content in education.
A strong partnership project between Israel and Germany, in which students experience a unique multilingual, multicultural academic online course in the field of learning technologies. A research collaboration between TAU's Advanced Learning and Technology Research Lab, The University of Kassel in Germany, and the Kibbutzim College of Education, Technology and the Arts in Tel Aviv. This unique collaboration brings together students from different backgrounds to create online academic collaboration as a booster for international partnerships in research, schools, and workplaces.
A joint study in which we developed an open online course that invites learners to discover the unlimited possibilities of integrating technologies in teaching, and adapting learning to 21st-century skills, all through a journey between the basic technological concepts, educational theories and models, and other innovative elements included under the title "Learning Technologies".
The expertise of teachers in the field of self-regulated learning (SRL) is essential for students to acquire SRL skills. As a result, teachers are expected to have an expanded range of knowledge. To address this need, a collaborative study was conducted between the Faculty of Science and Technology Education at Technion and our lab, with support from the Israel Ministry of Education. The outcome of this study is a teacher training program that connects teachers' knowledge of SRL skills with assessment for learning (AfL).
SLICE empowers subject matter experts to quickly and easily create engaging, on-brand content and e-learning modules. In collaboration with the Israeli Ministry of Innovation, Science and Technology and the Ministry of Education, SLICE works with our research team on developing a personalized, generative-AI-based training program for teachers. This applied research project combines technological innovation with pedagogy to design adaptive professional development pathways that meet teachers’ evolving needs.
The European Digital Learning Network (DLEARN) brings together 31 organizations from 21 EU countries to advance digital competences and promote inclusive digital societies. It is active in higher education, youth, vocational training, and lifelong learning, driving innovation through digital methods and tools. We collaborate with DLEARN in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
UpSmart OÜ is an Estonian company with expertise in digital education transformation, policy development, and international cooperation. It works to strengthen digital skills and inclusive education by connecting research, practice, and policymaking. We collaborate with UpSmart in the EffecTive project, which aims to evaluate and improve the efficiency and effectiveness of teacher Pedagogical Digital Competence training across Europe.
