Information Technologies, 26(6), 7321–7338. Published online 2021 May 28.
https://doi.org/10.1007/s10639-021-10589-x
Bradshaw, C.P., Debnam, K.J., Kush, J.M., & Johnson, S.L. (2022). Planning for a Crisis, but
Preparing for Every Day: What Predicts Schools' Preparedness to Respond to a School
Safety Crisis? Frontiers in Communication. http://doi.org/10.3389/fcomm.2022.765336
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in
Sport, Exercise and Health, 11, 589–597.
https://doi.org/10.1080/2159676X.2019.1628806
Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021).
Experts speaking: crucial teacher attributes for implementing blended learning in higher
education. The Internet and Higher Education, 48, 100772.
https://doi.org/10.1016/j.iheduc.2020.100772
Costa, E., Baptista, M., & Dorotea, N. (2022). Supporting Schools in Times of Crisis: A Case of
Partnerships and Networking with Schools by the Institute of Education at the University
of Lisbon, University and School Collaborations during a Pandemic, 211-224.
https://doi.org/10.1007/978-3-030-82159-3_14
Eaton, S., Chibry, N., Toye, M., & Rossi, S. (2019). Interinstitutional perspectives on contract
cheating: a qualitative narrative exploration from Canada. International Journal for
Educational Integrity, 15(9). https://doi.org/10.1007/s40979-019-0046-0
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching:
opportunities and challenges in emergency situations. Societies, 10, 86.
https://doi.org/10.3390/soc10040086
Green, C., & Harrington, C. (2020). Student-centered learning: In principle and in practice.
Lansing, Michigan Virtual.https://michiganvirtual.org/research/publications/student-
centered-learning-in-principle- and-in-practice/
Gunasinghe, A., & Nanayakkara, S. (2021). Role of technology anxiety within UTAUT in
understanding non-user adoption intentions to virtual learning environments: the state
university lecturers’ perspective. International Journal of Technology Enhanced Learning,
13, 284–308. https://doi.org/10.1504/IJTEL.2021.115978
Helmy, R., Khourshed, N., Wahba, M., & Bary, A. (2020). Exploring critical success factors for
public private partnership case study: The educational sector in Egypt. Journal of Open
Innovation: Technology, Market, and Complexity, 6(4), 142.
https://www.semanticscholar.org/paper/Exploring-Critical-Success-Factors-for-Public-
Case-Helmy-Khourshed/1ec59696e4764d2d07f5fdda09fbae862b05945b
Jin, H., Mikeska, J., Hokayem, H. & Mavronikolas, E. (2019). Toward coherence in curriculum,
instruction, and assessment: A review of learning progression literature. Science
Education, 103(5), 1206-1234. https://doi.org/10.1002/sce.21525
Khan, Z., Sivasubramaniam, S., Anand, P., & Hysaj, A. (2021). ‘e’-thinking teaching and
assessment to uphold academic integrity: lessons learned from emergency distance
learning. International Journal for Educational Integrity, 17.
https://edintegrity.biomedcentral.com/articles/10.1007/s40979-021-00079-5
Londar, S. (2021). Analysis of the state and main approaches to the assessment of the quality of
the provision of educational services by institutions of higher education of Ukraine:
monograph. Kyiv: Ministry of education and science of Ukraine State Scientific Institute
"Institute of Educational Analytics" https://iea.gov.ua/wp-
content/uploads/2021/05/Monografiya_Analiz-stanu_2021.pdf