Agency

, 101, 103–104, 110, 113, 118

students

, 112–113

teacher educator

, 110–111

teacher educators digital

, 111–112

Allender, Donna

, 48

American Education Research Association (AERA)

, 18, 39–40

Antalya, Turkey

, 17

Apelgren, Britt-Marie

, 32

Applications/Apps

, 19–20, 101, 109, 206, 227

Approaches

, 26, 90, 93, 121, 128, 134, 136–137, 163, 186

Argentina

, 56

Asian countries

, 163

Assessment

, 135

adapting assessment practices to remote online teaching and learning

, 137

integrating assessment with teaching and learning

, 135–137

for learning

, 135–136, 139, 141

as learning

, 136

of learning

, 141–142

methods

, 135

questions about learning assessment raised by pandemic

, 135

reflection on assessment

, 146–147

research method

, 138

results

, 139–147

theoretical framework

, 135–137

Asynchronous

, 90–91

modes

, 119

teaching

, 127

tools

, 128

Australia

, 4–5, 51, 56, 71–72

Australian Catholic University (ACU)

, 51

Austria

, 4–5

Automated Engineering Learning Factory project

, 185

Autonomy

, 69, 78, 101–102, 141, 146, 206, 208, 214, 224

Bailey, Michael

, 51

Barad, Karen

, 219

theory of intraactivity

, 222

Begleitforschungsseminar

, 179

Beijaard, Douwe

, 51, 59

Belgium

, 4–5

Ben-Peretz, Miriam

, 25, 39–41

Berlin Wall

, 43–44

Berliner, David C.

, 4–5

Biennial conferences

, 7–12

Bildungsstandards

, 177

Blended learning

, 90, 108, 150, 155, 202

Bohané (Urban Special Education Teacher)

, 225–226

Bologna system

, 199–200

Bordeaux, France

, 18

Bourgeoisie

, 194

Brain Drain phenomenon

, 196

Brazil

, 4–5, 56

Bring Your Own Device (BYOD)

, 217–218

Broadband

, 125

Broeckmans, Jan

, 43

Bromme, Rainer

, 4–5

Brown, Alan

, 4, 23, 25, 27

Budgeting process

, 12

Bulgaria

, 43–44

Bundesverband Informationswirtschaft, Telekommunikation und neue Medien (Bitkom)

, 180

Burnard, Pamela

, 32

Business Project

, 43–44

Butcher, Peter Jude

, 51

Butt, Richard

, 27

Canada

, 4–5, 56, 139

Care, enactment of

, 90–91

CAT course

, 205, 210–211

Center for Learning Research (CLR)

, 9–10

Center for Postgraduate and Professional Education and Training (CIPPET)

, 63–64

Changes in assessment

, 138, 143, 146

Children’s learning process

, 168

Chile

, 56

China

, 56

Chris Clark

, 59

CIRP

, 184

Cisco Webex

, 108

Clandinin, Jean

, 25, 27, 40, 59–60, 219

Clark, Chris

, 4–5, 23, 25–27, 36–37

Clark, Christopher M.

, 4–5, 35

Classroom observation

, 135

Coding

, 85, 103–104, 138

Cognitive development

, 122

Collaboration

, 7, 12, 15, 18, 36, 40, 76, 78–79, 221

Collegial friendships

, 20

Community building

, 87

Competence

, 184

development

, 179, 184–185

orientation

, 177

during pandemic

, 120–121

Computer-assisted teaching (CAT)

, 199–201, 204–206, 209–211, 215

Computers

, 107–108

Conceptual framework

, 100–103

Concerns for students’ well-being

, 90, 94

Conferences

, 64

Connection

, 155

Connelly, F. Michael

, 39

Connelly, Michael

, 39–40

Content knowledge

, 136

Corte, Erik De

, 4

COVID-19

, 82, 87, 169

crisis

, 75, 100, 160

lockdowns

, 105, 107–108

pandemic

, 78, 95, 118, 121, 171, 217–218

universality of challenge of covid emergency

, 92–93

virus

, 100

Craig, Cheryl

, 47–48, 55, 71–72

Creative teaching

field

, 171

findings

, 165–169

methodology

, 164–165

about technology

, 160–164

Creativity

, 156, 167

Cultural transformation

, 161

Culture of convergence

, 161

Cyberbullying

, 155

Cyprus

, 139

Czech

, 43–44

Czech Republic

, 56

Data

, 76–79

adapting to changing

, 76–79

coding

, 85

collection process

, 85–86

Day, Chris

, 25, 59–60

Denicolo, Pam

, 4, 24–25, 31–32, 63

Denmark

, 18

Desktop

, 217–218

Developing themes

, 103

Dewey, John

, 163, 223

Differentiation

, 177

Diffraction

, 222

Diffractive processes role in locating entanglement

, 222–223

DIGI_EDU21 project

, 211–212

Digital age

, 199

limitations

, 215

research methodology

, 204–205

Romania

, 194

setting context

, 195–198

technology in training and professional development of teachers

, 199–204

understanding significance of collected information

, 205–213

Digital agency (DA)

, 102, 112

Digital didactics

, 147

Digital Economy and Society Index (DESI)

, 198

Digital equity

, 101, 114

Digital inequality

, 129

Digital Information and Communication Technologies (DICTs)

, 160–161

Digital learning

, 218

Digital metamorphose

, 167

Digital technologies (see also Teaching technologies)

, 164

access to technological infrastructure

, 220

agency as relational phenomenon

, 221–222

conceptual framing

, 221–223

diffractive processes’ role in locating entanglement

, 222–223

digital technologies as multiple overlapping relational agencies

, 224

directions for teacher education

, 226–228

entangled agencies for using technologies

, 224–228

entangled issues of access and preparation

, 220–221

leveraging agencies for inclusion

, 225–226

relationality and ongoing becoming through narrative

, 223

review of literature

, 219–221

Digital tools

, 91, 100, 111–112, 121–122, 214, 225

Digital/online learning

, 75, 88, 105, 218

Digitalization

, 166, 176, 180

Distance learning

, 94, 101, 139–140

Diversity

, 8, 19, 56, 148, 208

Doctoral students

, 18, 25, 36, 68

E-learning

, 124

Early Education (EE)

, 199–200

Education

, 176, 194

concern for future of

, 90

technology and

, 195–198

Education 4.0

, 157, 187

German education in transition toward

, 176

Education and Training (ET)

, 187

Educational inequity concerns

, 88

Educational institutions

, 119–120

Educational process

, 119

Educational reform

, 67–68

Educational standards

, 177

Educator reflections

, 147

Educators

, 120–121, 126, 129–130, 140, 142–144, 149

confidence

, 101–102

providing feedback to

, 139–140

reflections on assessment

, 146–147

workloads

, 130

Educators practices

, 129

impact of pandemic on

, 119–121

Efforts in resilience

, 91–92, 94

Eilam, Billie

, 40

Eisne, Elliot

, 39

Electricity

, 107–108

Emotional labor

, 79

Emotional skills

, 120–121

Emotions

, 82

common concerns of teacher educators

, 93

concern for future of education

, 90

concern for student well-being

, 90

concerns related with issues of inequity

, 88–89

efforts in resilience

, 91–92

enactment of care

, 90–91

explicit

, 86

feelings of optimism

, 89–90

feelings of sorrow

, 89

findings

, 85–92

identified

, 86–88

implications

, 95

implicit emotion

, 86–88

methods

, 84–85

in pandemic

, 84

in teacher education

, 83–84

teacher educator motivation

, 94–95

themes of expressed

, 88–92

universal emotional experience

, 82–83

universality of challenge of Covid emergency

, 92–93

Enactment of care

, 90–91, 94

England

, 4–5

English and Foreign Languages University (EFLU)

, 47

English for Academic Purposes (EAP)

, 55

English for Specific Purposes (ESP)

, 55

English Language Teaching (ELT)

, 47

Equity

, 100–101, 104, 137

of access to online

, 105–108

enhancement

, 108–110

institutional equity enhancement

, 108–109

teacher educators’ equity enhancement

, 109–110

Estonia

, 16, 18

Ethical

compliance

, 143

issues

, 142–143

research

, 56

European Commission report

, 197–198

European Union (EU)

, 43–44, 213–214

Executive Committee

, 6

Explicit emotion

, 86

Face-to-face teaching

, 123–124

Faculty of Applied Economics

, 43–44

Fear Of Missing Out (FOMO)

, 24

Federal Republic of Germany

, 4–5

Feedback

process

, 140

providing feedback to educators

, 139–140

providing feedback to students

, 140–141

Feelings of optimism

, 89–90, 94

Feelings of sorrow

, 89, 94

Financial inequity concerns

, 88

Finland

, 4–5

Fisher

, 121–122

Flores, Maria

, 11

Fontoura, Helena Amaral da

, 156–157

Formative assessment

, 135–136

Founders

, 4, 7, 19–20, 31

Fourth Industrial Revolution

, 156–157, 161, 180–181

Fox, Seymour

, 39

Framework

, 68, 163

Freire, Paulo

, 163

Gamification

, 161

Geopolitical boundaries

, 4

German education in transition toward education 4.0

, 176

Germany

, 139

school system in

, 177

vocational education system in

, 177–178

vocational teacher education in

, 179

Gilligan, Carol

, 48

Gladwell, Malcom

, 195

Google Classroom (online learning platforms)

, 106, 112

Governance model

, 6

Grading system, changed

, 144–145

Greece

, 56

Guidance assessment

, 147

Halkes, Rob

, 4, 23, 25–27

Hallmark

, 18, 37

Handal, Gunnar

, 60

Haworth, Penny

, 55–56

Higher education

, 67–68, 135

Higher education institutions

, 84, 108

Hong Kong

, 4–5

Hood, Robin

, 24

Hotolean, Daniela

, 23

Hotolean, Danni

, 23–24

Huber, Gunter

, 4–5

Human emotions

, 82–83

Hungary

, 43–44

Hybrid education

, 160

Iceland

, 4–5, 56

Implicit Emotion

, 86–88

Inclusion, leveraging agencies for

, 225–226

Inclusive education

, 177

India

, 56

Individual educators

, 141

Industrial advances

, 180

Industrial revolution

, 180–181

Industry 4.0

, 157, 187

concept of

, 180–181

disadvantages of

, 187–188

integrating concept of industry 4.0 in vocational schools

, 181–182

learning factories as integration from industry 4.0 in vocational schools

, 183

students’ and teachers’ conceptions on

, 182

Inequity

, 79, 88, 218

concerns related with issues of

, 88–89

Influencers

, 161

Information and Communication Technology (ICT)

, 111, 119, 181–182

Innovation processes

, 188

Innovative teacher education

, 157

Institutional equity enhancement

, 108–109

Institutional history

, 7–8

Integration

, 160

concept of industry 4.0 in vocational schools

, 181–182

learning factories as integration from industry 4.0 in vocational schools

, 183

Integrity

, 143

Interactive process

, 145

International Association of Learning Factories (IALF)

, 184

International communities

, 51–52

International educators

, 148–149

International Forum on Teacher Educator Development (InFo-TED)

, 17

International organization, ISATT as

, 6–20

International reports

, 135

International shift

, 26–27

International Study Association on Teachers and Teaching (2013–2023) (ISATT)

, 4, 6, 17, 24–25, 39–40, 47–48, 51–52, 59, 64, 156–157, 162–163

awards

, 12–15

biennial conferences

, 7–12

business

, 7–12

40th Anniversary Yearbook project

, 77

governance

, 6

with gratitude to ISATT founders

, 25

as international organization

, 6–20

members

, 11–12, 18–19, 25, 164

National Representatives

, 75, 78

networks

, 64

publications

, 19–20

regional conferences and symposia

, 15–18

scholars contributed to ISATT

, 27–28

shaping pattern and structure for growth

, 4–6

ST²AR Award

, 12

International Study Association on Teachers and Teaching Conference (1988)

, 35–36, 52, 59, 68

International teacher educators

, 121

International Workshop on Higher Education Learning Methodologies and Technologies Online

, 167

Internet connectivity

, 107–108

Internet-based instructional materials

, 219–220

Internship work

, 144

Intimacy vs. growth

, 6–7

Iran

, 18

Isolation

, 76, 84, 107–108

Israel

, 4–5

Jackson, Philip

, 4–5

Jerome

, 48

Job “polarization”

, 180–181

Jonas-Ahrend, Gabriela

, 157

Kazan, Russia

, 17

Kelchtermans, Geert

, 59

Keynote

, 4–5

Kompf, Michael

, 4, 25, 27, 60, 64

Kultusministerkonferenz (KMK)

, 177

Labone, Elizabeth

, 51

Laptops

, 217–218

Learning

assessment for

, 139, 141–142

changed content or goals to be assessed

, 143

changed form or processes of assessment

, 144

changed grading system

, 144–145

changes in assessment

, 143–146

changes in students’ attitudes and feelings about assessment

, 146

changes in teachers’ perceptions and feelings about assessment

, 145–146

engage students in learning

, 141

evaluating students against standards at end of semester or academic year

, 141

fields

, 178

industry

, 184

integrating assessment with

, 135–137

no change

, 146

process

, 119, 136–137, 203

providing feedback to educators

, 139–140

providing feedback to students

, 140–141

quality of assessment

, 142–143

questions about learning assessment raised by pandemic

, 135

theoretical framework to explore learning transformation during pandemic

, 122

use assessment to inform teaching

, 141–142

Learning factories

, 185–186

definition and characteristics of

, 184–185

as integration from industry 4.0 in vocational schools

, 183

Leveraging agencies for inclusion

, 225–226

Lewin’s model of change

, 123–124

Li, Jing

, 72

Limburg Business School

, 43–44

Loughran, John

, 59–60, 121

Lowyck, Joost

, 4–5, 25–26, 43, 45

Lucian Blaga University of Sibiu (LBUS)

, 194–195

Lyon, France

, 17

Machines

, 217–218

Macrocycle

, 178

Malaysia

, 56

Mandatory isolation

, 160

Manuscript

, 20

Marcondes, Maria Ines

, 16

Mary, Mount Saint

, 51

Maslow, Abraham

, 48

Medical internship

, 144

Meijer, Paulien

, 51, 55, 71–72

Members

, 71–72

Mena, Juanjo

, 11–12, 17–18

Meta (company)

, 161

Mexico

, 4–5, 56

Microcycle

, 178

Middle East

, 56, 71–72

Ministry of Education and Research (MER)

, 197

Mobile devices

, 160

Monaco

, 17

Morine-Dershimer, Greta

, 51

MS Teams (online learning platforms)

, 106

Multinational

, 19

Multiple overlapping relational agencies, digital technologies as

, 224

Narrative inquiry

, 223, 226

National Educational Technology Plan

, 219–220

National Representatives

, 75, 78

Negative emotions

, 83, 92, 94

Netherlands

, 4–5

Network

, 7, 35–36

New normal

, 147

New York City

, 17

New Zealand

, 55–56, 71–72

Newsletter

, 19

Noddings, Nel

, 48

Nottingham Castle

, 60

Nottingham Conference (1988)

, 65

Olson, John

, 4, 23, 25, 27

One-fits-all solution

, 156

Online, equity of access to

, 105–108

Online assessment

, 142

Online documents

, 219–220

Online education

, 118

Online learning

, 105, 107–108

platforms

, 106

students’ participation in

, 106–107

Online session students

, 113

Online teaching

, 201–202

and learning

, 118, 123

and learning practices

, 118

teacher educators’ lack of preparedness for

, 107–108

Ontario Institute for Studies in Education (OISE)

, 31

Organization for Economic Cooperation and Development (OECD)

, 100–101, 114, 195

Orland-Barak, Lily

, 36

Outreach Coordinator

, 6–7, 18

Outstanding Article Award

, 12

Outstanding Book Award

, 12

Outstanding Dissertation Award

, 12

Outstanding TTTP Article Award

, 12

Paderborn, learning factory in

, 185–186

Pakistan

, 71–72

Pandemic

, 78, 95, 118, 121, 171, 217–218

agency

, 101, 103, 110, 113

conceptual framework

, 100–103

data resources and analyses

, 103–104

emotions in

, 84

equity

, 100–101

equity enhancement

, 108–110

equity of access to online

, 105–108

findings

, 104–113

methodology and methods

, 103–104

pandemic-forced isolation

, 161

participants

, 103

questions about learning assessment raised by

, 135

students’ participation in online learning less than expected

, 106–107

teacher educators’ lack of preparedness for online teaching

, 107–108

Pandemic pedagogy

change in implementation

, 125–128

findings

, 123–128

methodology

, 123

impact of pandemic on educators’ practices

, 119–121

refreezing’ stage

, 126–128

situation

, 118

teacher qualities and competences during pandemic

, 120–121

theoretical framework to explore teaching and learning transformation during pandemic

, 122

unfreezing’ process

, 123–128

Parreren, Van

, 43, 45

Participants, adapting to changing

, 76–79

Partnerships

, 36

Pedagogical content knowledge

, 136

Pedagogical practices

, 161–162, 167–168

Pedagogy

, 43, 118

Pedagogy for Primary and Preschool Education (PPPE)

, 199–200

Pedagogy of Informatics

, 219

Perla, Loredana

, 166

Personal computers

, 160

Personal construct psychology (PCP)

, 64

Peterson, Penelope

, 59

Phenomenological approach

, 167

Pick-By-Light system

, 186

Pimenta, Maria Alzira de Almeida

, 156–157

Poland

, 43–44

Policy/policies

, 26–27, 219

Political instability

, 19

Pope, Maureen

, 23, 25–26, 33, 64–65

Portfolios

, 135

Portugal

, 4–5

Positive emotions

, 83, 94

Postgraduate Certificate in the Education of Adults (PGCEA)

, 63

Postgraduate Development Program

, 64

Požarnik, Barica Marentič

, 67–69

Požarnik, Barikca Marentič

, 67–68

Practical semester

, 179

Prata-Linhares, Martha

, 156–157, 168

Preservice teacher education

, 177

Professional agency

, 101

Professional development (PD)

, 19–20, 160, 200–201

Professional learning/communities

, 200–201

Professional teacher education

, 135

Publications

, 19–20

Pugacewicz, Agnieszka

, 168

Qualitative

, 68, 79, 103, 182, 204

Quality of assessment

, 142–143

ethical compliance and integrity

, 143

ethical issues

, 142–143

validity and reliability

, 142

Ratnam, Tara

, 76–77

method

, 76–79

perspective

, 75–76

Reflective writing

, 135

Refreezing

, 126–128

Regional conferences

, 7, 15, 18

Regional representative

, 15

Reid, William

, 4

Relationality through narrative

, 223

Reliability

, 142

Remote education

, 160

Remote learning

, 100, 104–105, 134

Remote online teaching and learning, adapting assessment practices to

, 137

Remote teaching

, 124

strategies

, 166, 169

technology proficiencies

, 118

Renewal of education

, 90

Republic

, 43–44

Research

adapting to changing research orientation

, 76–79

method

, 138

Resilience, efforts in

, 91–92

Resources

, 125

Rice, Mary

, 168–169

Rogers, Carl

, 48

Role-Model-Lectures

, 185–186

Romania

, 10, 194

Romania education

, 194–195

Romanian educational system

, 213–214

Romanian paradox

, 197

Romanowsky

, 167

Rural teachers

, 224–228

Rust, Frances

, 26

Šarić, Marjeta

, 68–69

Saudi Arabia

, 139

School system in Germany

, 177

Schwab, Joseph J.

, 39

Science, Technology, Engineering, Art, Mathematics (STEAM)

, 187–188

Scientific Electronic Library Online–Regional Portal (SciELO–Regional Portal)

, 163

Scotland

, 63

Second Industrial Revolution, The

, 180–181

Self-Directed Learning

, 141

Sen, Julu

, 47

Service to Teachers and Teaching, the Academy, and Research (ST²AR)

, 11–12

Shulman, Lee

, 4–5, 39

Simmons, Nicola

, 32

SINELG Method

, 212–213

Singapore

, 139

Slovakia

, 43–44

Slovenia

, 139

Smartphones

, 160

Social inequity concerns

, 88

Social media platforms

, 110

Social process

, 122

Social skills

, 120–121

Sociocultural

, 78–79, 127–128

Socioeconomic

, 56, 75, 107, 195

South Africa

, 139

South America

, 225

Spain

, 4–5

Šteh, Barbara

, 68–69

Students

agency

, 112–113

changes in students’ attitudes and feelings about assessment

, 146

conceptions on industry 4.0

, 182

concern for student well-being

, 90

engage students in learning

, 141

evaluating students against standards at end of semester or academic year

, 141

learning experiences

, 130

participation in online learning

, 106–107

providing feedback to

, 140–141

teachers

, 102

of vocational schools

, 178

Study process

, 141

Summative assessment

, 136

Supply chain

, 19

Sweden

, 4–5

Switzerland

, 4–5

Symposia

, 15–18

Synchronous

online teaching approaches

, 90–91

tools

, 128

Tablets

, 160

Teacher agency

, 110–111, 115

Teacher education

, 83–84

directions for

, 226–228

emotion in

, 83–84

research

, 82

Teacher educators

, 84, 88–89, 112–113, 130, 135

agency

, 110–111

common concerns of

, 93

emotions

, 83

lack of preparedness for online teaching

, 107–108

motivation

, 94–95

motivations for agentic decisions

, 110

Teacher Educators’ Digital Agency

, 111–112

Teacher Educators’ Equity Enhancement

, 109–110

Teacher shortages

, 19

Teachers

changes in teachers’ perceptions and feelings about assessment

, 145–146

conceptions on industry 4.0

, 182

emotions

, 83–84, 95

identities

, 223

learning

, 212

preparation

, 85–86

professionalism

, 214

qualities during pandemic

, 120–121

technology in training and professional development of

, 199–204

Teachers and Teaching: Theory and Practice (TTTP)

, 6, 18, 59–60

Teachers’ training

, 157

Teachers’ Training Department (TTD)

, 199

Teachers’ Training Program (TTP)

, 199–200

Teaching

integrating assessment with

, 135–137

and learning

, 4, 64, 169, 204

process

, 119, 136–137

theoretical framework to explore teaching transformation during pandemic

, 122

use assessment to inform

, 141–142

Teaching of English to Speakers of Other Languages (TESOL)

, 55

Teaching technologies (see also Digital technologies; Creative teaching)

, 176

concept of industry 4.0

, 180–181

definition and characteristics of learning factories

, 184–185

German education in transition toward education 4.0

, 176

impulses for future

, 188

industrial advances of twenty-first century

, 180

integrating concept of industry 4.0 in vocational schools

, 181–182

learning factories as integration from industry 4.0 in vocational schools

, 183

school system in Germany

, 177

students’ and teachers’ conceptions on industry 4.0

, 182

from theory to practice

, 185–186

vocational education system in Germany

, 177–178

vocational teacher education in Germany

, 179

TeachOn

, 212

Technical

, 56, 186

Technological resources

, 107–108

Technology

, 119–120, 125, 155, 160, 164, 177, 202

and education

, 188, 195, 198

for learners and educators

, 118

in training and professional development of teachers

, 199–204

Temmen, Katrin

, 157

Tenure

, 18

Thailand

, 56

Thematization approach

, 166

Theoretical framework

, 122, 135, 137

Third Industrial Revolution

, 180–181

Tilburg Meeting

, 4–6

Tillema, Harm

, 51

Top-down approach

, 123

Toronto, Canada

, 18

Traditional teaching process

, 119

Transformations

, 119, 121

Tributes

, 24–25

Turkey

, 56

Twain, Mark

, 47

Twenty-first century, industrial advances of

, 180

Ukraine

, 39

Uncertainty

, 92

Uneasiness

, 92

Unequal diffusion

, 129

Unfreezing

, 123–128

Union of International Associations (UIA)

, 17

United Kingdom

, 56, 163

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 134, 162–163

United States

, 4–5, 56, 163

Universal emotional experience

, 82–83

Universality of challenge of covid emergency

, 92–93

University-School Collaboration

, 177

Urban

, 105, 218, 225

Validity

, 142

Verband Deutscher Maschinen-und Anlagenbau (VDMA)

, 180

Vernholz, Mats

, 157

Virtual Learning Environments (VLE)

, 161

Virtual world platforms (VW platforms)

, 162

Vocational education and training (VET)

, 176

dual system of

, 177

Vocational education system in Germany

, 177–178

Vocational schools

integrating concept of industry 4.0 in

, 181–182

learning factories as integration from industry 4.0 in

, 183

Vocational teacher education in Germany

, 179

Vygotsky

, 122

Wales

, 18

Washington, D. C.

, 17

Web pages

, 219–220

WhatsApp (Social media platforms)

, 109–110

Wi-Fi

, 125

Working class

, 194

World Bank, The

, 134

Wubbels, Theo

, 23, 26

Xie

, 168–169

Yang, Xiaohong

, 72

Yearbook tributes

Alan Brown

, 27

common threads across tributes

, 24–25

with gratitude to ISATT founders

, 25

many other ISATT scholars contributed to ISATT

, 27–28

Rob Halkes

, 26–27

Yendol-Hoppey, Diane

, 15–16

Zentralverband Elektrotechnik-und Elektronikindustrie (ZVEI)

, 180

Zhong, Libo

, 72

Zoom (online learning platforms)

, 106, 140