Teachers’ self-regulated learning profiles in artificial intelligence contexts: implications for differentiated professional development

Yuhao Su, Mustafa Alpsülün, Müge Vuran, Hasan Celal Balıkçı, Müzeyyen Barut

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DOI: 10.3389/fpsyg.2026.1885895
Published: 2026-10-07
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1885895,
  title = {Teachers’ self-regulated learning profiles in artificial intelligence contexts: implications for differentiated professional development},
  author = {Yuhao Su and Mustafa Alpsülün and Müge Vuran and Hasan Celal Balıkçı and Müzeyyen Barut},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1885895},
  url = {https://doi.org/10.3389/fpsyg.2026.1885895}
}

RIS

TY  - JOUR
TI  - Teachers’ self-regulated learning profiles in artificial intelligence contexts: implications for differentiated professional development
AU  - Yuhao Su
AU  - Mustafa Alpsülün
AU  - Müge Vuran
AU  - Hasan Celal Balıkçı
AU  - Müzeyyen Barut
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1885895
UR  - https://doi.org/10.3389/fpsyg.2026.1885895
ER  -

APA

Su, Y., Alpsülün, M., Vuran, M., Balıkçı, H. C., & Barut, M. (2026). Teachers’ self-regulated learning profiles in artificial intelligence contexts: implications for differentiated professional development. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1885895

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crossref · retrieved 2026-11-03T23:50:19.325Z