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The roles of peer learning and professional learning in the quantity and quality of teachers’ perceived technology use: A process-and-product perspective

Crossref DOI link: https://doi.org/10.1007/s10212-025-01035-4

Published Online: 2025-11-26

Published Print: 2025-12

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Cheng, Shonn https://orcid.org/0000-0003-2993-2031
Annisa, Nurul https://orcid.org/0009-0003-0517-291X
Ku, Sung-Chan https://orcid.org/0009-0003-9468-9784
Chien, Jenny https://orcid.org/0009-0004-1714-3291
Funding

Funding for this research was provided by:

National Science and Technology Council (NSTC 112-2410-H-027-027-)
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Article History

Received: 22 February 2025

Revised: 12 October 2025

Accepted: 20 October 2025

First Online: 26 November 2025

Declarations

:

: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. The present study was approved by the research ethics committee (REC) (number: 202310ES024).

: This manuscript has not been published elsewhere. It is not pending in review by other journals.

: The authors declare no competing interests.

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