Blended learning is a growing phenomenon in higher education after the COVID-19 pandemic (the educational process moved entirely online), and the way is prepared for blended education mode in universities. Although blended learning research is on the rise, fewer studies regard university students’ learning behavior in blended learning environments. This study aims to investigate university students’ blended learning behavior perceptions shortly after the pandemic. A 19-item questionnaire was administered to 176 university students in Greece. Students, in general, expressed positive blended learning behavior perceptions. Higher percentages of agreement were associated with the role of audio-visual online resources in facilitating and supporting independent learning and with student motivation in blended education. Students expressed lower percentages of agreement, and some uncertainty, with regard to involvement in small group work with their peers. Implications for students, educators, as well as university policy and practice are discussed.

This study explores the potential of ChatGPT to address challenges in Early Childhood Science Education (ECSE) from the perspective of educators. A qualitative case study was conducted with 33 Early Childhood Education (ECE) teachers in Türkiye, using semi-structured interviews. Data were analyzed through content analysis with MAXQDA 24 software. The results indicate that ECE teachers perceive ChatGPT as a partial solution to the scarcity of educational resources, appreciating its ability to propose alternative material uses and creative activity ideas. Participants also recognized its potential to support differentiated instruction by suggesting activities tailored to children’s developmental needs. Furthermore, ChatGPT was seen as a useful tool for generating lesson plans and activity options, although concerns were expressed that overreliance on the tool might undermine teachers’ pedagogical skills. Additional limitations highlighted include dependence on technology, restricted access to digital tools, diminished interpersonal interactions, risks of misinformation, and ethical concerns. Overall, while educators acknowledged ChatGPT’s usefulness in supporting ECSE, they emphasized that its integration into teaching practice should be cautious and balanced, considering both its educational benefits and its limitations.

This chapter determines the factors that significantly influence pre-service teachers' acceptance to use mobile devices as resources for learning in a university context. Based on the methodological framework of the UTAUT, a modified contextualized model of evaluation was created. A data collection instrument was designed, validated contextually, and optimized for mobile learning in higher education. A total of 320 Greek university students from a Faculty of Education participated in the study. Results demonstrated that the instrument constructed showed a notable internal consistency, with a high validity for data collection in 8 of its 9 factors. Results indicated Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, and Empowerment in Learning as factors which affected participants' Behavioral Intention to use mobile technology for learning. Behavioral Intention, Social Influence and Empowerment in Learning affected university students' behavior to use mobile devices for learning.