Akadēmiskais centrs2022. gada nozīmīgākās publikācijas
 | Linda Daniela (Ed.). (2022). Human, Technologies and Quality of Education. Rīga: Latvijas Universitāte. ISBN 978-9934-18-911-1 https://doi.org/10.22364/htqe.2022
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 | Fernández González, M. J., & Surikova, S. (2022). Conceptualizing the effectiveness research of an online curriculum for virtue education in Latvia. In S. Ušča, L. Danilāne, K. Laganovska, & D. Znotiņa (Eds.), Society. Integration. Education. Proceedings of the International Scientific Conference, 27-28 May, 2022, Vol. 1 (pp. 359-369). Rezekne: Rezekne Academy of Technologies. https://doi.org/10.17770/sie2022vol1.6861 |
 | Siirilä, J., Surikova, S., Margeviča-Grinberga, I., & Pigozne, T. (2022). A needs analysis for embedding sustainable finance competences into vocational business education in the Baltic Region. Journal of Education Culture and Society, 13(2), 185–204. https://doi.org/10.15503/jecs2022.2.185.204 |
 | Fernández González, M. J., & Surikova, S. (2022). School leaders’ attitudes, expectations, and beliefs starting a character education training in Latvia. Acta Paedagogica Vilnensia, 48, 87-100. https://doi.org/10.15388/ActPaed.2022.48.5 |
| Surikova, S., & Fernández González, M. J. (2022). Theoretical insights and parents’ views about family-school collaboration for character education in Latvia. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 897-914). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.64 |
 | Surikova, S., & Fernández-González, M. J. (2022). Toward effective family-school partnerships for implementing character education at school in Latvia: A multifactorial model. Pedagogika, 147(3), 81–106. https://doi.org/10.15823/p.2022.147.4 |
| Lubāne, I., & Sebre, S. B. (2022). True, partly false, and false testimony of child witnesses: An assessment of credibility. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 53-62). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.04 |
| Dreimane, L. F., & Zālīte-Supe, Z. (2022). Teaching interior design in augmented reality. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 169-180). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.12
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| Dreimane, L. F., & Zālīte-Supe, Z. (2022). Instructional design map for immersive fencing training in virtual reality. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 181-193). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.13 |
| Ginzburg, T., & Daniela, L. (2022). Looking for “The Best of all Worlds”: Using different teaching formats in an English as an additional language program. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 194-210). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.14
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| Daniela, L., & Selcuk, H. (2022). Digitalization of higher education and response to Covid-19 pandemic in Latvia. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 253-266). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.18
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| Daniela L., & Ivsiņa, D. (2022). On a pathway towards the digitalisation of higher education: The case of Latvia. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 267-280). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.19
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| Svence, G., & Briška. I. (2022). Teachers’ social-emotional health and resilience in Covid-19 crisis: Latvian sample. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 402-417). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.29
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| Altenberga, J., & Rubene, Z. (2022). How to learn science literacy? Overview of most topical and researched learning approaches. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 487-498). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.35
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| Linde, I., Sarva, E., & Daniela, L. (2022). Teachers’ beliefs and preferred approaches to address self-regulated learning development for their students. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 533-546). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.38
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| Kaļķe, B., Balandīna, B., & Kovaļevska, L. (2022). The understanding of academic integrity in primary schools. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 576-592). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.41
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| Dreimane, L. F., & Vītola, E. (2022).Development of emotion regulation by integrating mindfulness praxis in early childhood education. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 738-755). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.53
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| Keiša, P. M., & Fernández González, M. J. (2022). Teacher’s role and attitude during Socratic conversations for moral education at high school. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 756-770). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.54
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| Siliņa-Jasjukeviča, G., & Rancāne, A. (2022). Cultural literacy: Conceptual issues of selecting content of tradicional cultural in education. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 771-784). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.55
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| Daniela, L., Rūdolfa, A., Rūdolfa, A., Brown, D., & Van Isacker. K. (2022). Inclusive education in India and Bangladesh – Preliminary results. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 951-963). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.68
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| Celmiņa-Ķeirāne, A., Urdziņa-Deruma, M., Avotiņa, A., & Karlsone, I. (2022). Freehand sketching as part of the curriculum in Latvia. 1920–1940. In L. Daniela (Ed.), Human, technologies and quality of education, 2022 (pp. 989-1003). The University of Latvia Press. https://doi.org/10.22364/htqe.2022.70
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