Australia
Marangio, K & Cooper, R (2022) Fordern Sie angehende Lehrer heraus, über naturwissenschaftlichen Unterricht nachzudenken, mit einer Erfahrung in der Werte- und Wissenserziehung (V a KE). School Science and Mathematics Journal, 122 (7), 358-370. https://doi.org/10.1111/ssm.12551
Austria
https://www.researchgate.net/profile/Jean-Luc-Patry-2/research
https://www.researchgate.net/profile/Sieglinde-Weyringer-2/research
https://www.researchgate.net/profile/Alfred-Weinberger-2/research
https://www.dataethics-eurolife.eu/
Greece
Pnevmatikos, D., Christodoulou, P., Georgiadou, T., & Lithoxoidou, A. (2023). Undergraduate Students’ Conceptualization of Critical Thinking and Their Ideas for Critical Thinking Acquisition. Education Sciences, 13(4), 416. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci13040416
Pnevmatikos, D., Christodoulou, P., & Fachantidis, N. (2022). Designing a Socially Assistive Robot for Education Through a Participatory Design Approach: Pivotal Principles for the Developers. International Journal of Social Robotics. https://doi.org/10.1007/s12369-021-00826-1
Pnevmatikos, D & Christodoulou, P (2022). Values and Knowledge Education meets conceptual change for science education. In S. Weyringer, J-L. Patry, D., Pnevmatikos, D. & Fr. Brossard Borhaug (Eds.), The Values and Knowledge and Education (VaKE) Approach, Brill Publishers.
Pnevmatikos, D., Christodoulou, P., & Georgiadou, T. (2019). Promoting critical thinking in higher education through the values and knowledge education (VaKE) method. Studies in Higher Education, 1-10. https://doi.org/10.1080/03075079.2019.1586340
Pnevmatikos, D., & Christodoulou, P. (2018). Promoting conceptual change through values and knowledge education (VaKE). In A. Weinberger, H. Biedermann, J-L. Patry, & S. Weyringer (Eds.). Professionals Ethos and Education for Responsibility, (pp. 63-74). Leiden, The Netherlands: Brill/Sense. doi: https://doi.org/10.1163/9789004367326_005
Israel
Alt, D., & Raichel, N. (2021). Equity and formative assessment in higher education: Advancing culturally responsive assessment. Springer.
https://link.springer.com/book/10.1007/978-3-030-71644-8
Alt, D., & Raichel, N. (2018). Lifelong citizenship: Lifelong learning as a lever for moral and democratic values. Brill and Sense Publishers.
https://brill.com/display/title/37990
Alt, D., Weinberger, A., Heinrichs, K., & Naamati-Schneider, L. (2022). The role of goal orientations and learning approaches in explaining digital concept mapping utilization in problem-based learning. Current Psychology. https://link.springer.com/article/10.1007%2Fs12144-021-02613-7
Alt, D., & Naamati-Schneider, L. (2021). Online argumentation-based learning aided by digital concept mapping during COVID-19: Implications for health management teaching and learning. Health Education. https://doi.org/10.1108/HE-12-2020-0125
Alt, D., & Kapshuk, Y. (2021). Argumentation-based learning with digital concept mapping and college students’ epistemic beliefs. Learning Environments Research. https://doi.org/10.1007/s10984-021-09385-8
Norway
https://www.researchgate.net/profile/Frederique-Borhaug/research
Georgia
Petriashvili&Shaverdashvili&Mosiashvili&Baratashvili (2022): Experience in Working with VaKE in the Georgian Higher Education Space. In: The VaKE Handbook: Theory and Practice of Values and Knowledge Education. http://dx.doi.org/10.1163/9789004515451