Latest events…
Mumcu, F. (2026). Exploring the Generative Gateway to Computational Thinking (EGG Model): Reversing the Perspective from Outside-In to Inside-Out. Thinking Skills & Creativity, 62(2), 102324. https://doi.org/10.1016/j.tsc.2026.102324
This research shifts the perspective from outside-in to inside-out, focusing on how teachers interpret external conditions and enact CT. It developed the EGG Model, illustrating CT-STEM integration as a dynamic, recursive process across three domains: External, Internal, and Learning-Design Factors. Please read here.
Mumcu, F., Gökçearslan, Ş., & Lavicza, Z. (Eds.) (2027). Artificial Intelligence in Action for Transformative Pathways in STEM Teaching and Learning. Springer. ISBN: 978-3-032-35992-6. https://link.springer.com/book/9783032359926
“I am a computationally trained interdisciplinary researcher studying how people and institutions respond to digital transformation, artificial intelligence, and societal change. I believe that making computational thinking and AI literacy accessible to all is essential for building a more inclusive, responsible, and innovative digital future.” Dr. Filiz Mumcu
New Logo Design
This is a time for celebration! 🎉 The Well-being, Information Security, Empowerment, and Readiness of Seniors for an Empowered Digital Society (WISER) Project, for which I am the principal investigator, has been funded by the JKU-Linz Institute for Transformative Change (LIFT_C). The Project has received EUR 243,040.95 in funding.
As digitalization transforms our world, we must ensure no one is left behind—especially older adults. By 2050, nearly one-third of Austria’s population will be aged 65+, making digital inclusion not just a goal, but a necessity.
What is WISER?
WISER aims to bridge the digital divide by equipping older adults with essential digital skills, promoting safe online engagement, and fostering social inclusion through intergenerational learning. Our hybrid approach combines micro-learning modules with hands-on workshops, all tailored to the unique needs of seniors.
Our Goals:
📚 Develop a scalable digital literacy framework
🤝 Foster intergenerational solidarity through student-led mentoring
🛡️ Enhance digital security and e-health literacy
📲 Create a mobile-based WISER Hub for community learning
🧠 Support evidence-based policy for sustainable digital inclusion
This project aligns with the EU’s Digital Decade and the upcoming European Year of Digital Citizenship Education (2025), and supports Austria’s national priorities in active aging and digital equity.
Together, we’re building a more inclusive, empowered, and connected digital society—where age is no barrier to participation.
Latest publications…
Mumcu, F. (2026). Exploring the Generative Gateway to Computational Thinking (EGG Model): Reversing the Perspective from Outside-In to Inside-Out. Thinking Skills & Creativity, 62(2), 102324. https://doi.org/10.1016/j.tsc.2026.102324
Mumcu, F., Gökçearslan, Ş., & Lavicza, Z. (Eds.) (2026). Artificial Intelligence in Action for Transformative Pathways in STEM Teaching and Learning. Springer. ISBN: 978-3-032-35992-6. https://link.springer.com/book/9783032359926
Dinçer Aksoy, B., Mumcu, F., & Cantürk Günhan, B. (2026). Unveiling the Nexus: Computational Thinking and Mathematical Modeling in K12 Education- A Teacher-Centric Exploration. Thinking Skills & Creativity, 60, 102049. https://doi.org/10.1016/j.tsc.2025.102049
Gökçearslan, Ş., Mumcu, F., Chiu, T., & Lavicza, Z. (2026). Measuring AI-giarism: A Validation Study and Dimensional Exploration of the Scale in Turkish. Journal of Learning and Teaching in Digital Age, 11(1), 111-118. https://doi.org/10.53850/joltida.1762390
Infanger, E. M., Lindenbauer, E., Mumcu, F., Lavicza, Z., & Hohenwarter, M. (2026). Mapping mathematical development: predicting exam performance with a competence model. Teaching Mathematics and its Applications: An International Journal of the IMA, 1-16. https://doi.org/10.1093/teamat/hraf022
Andjic, B., Maričić, M., Soeharto, S., Mumcu, F., Weinhandl, R., Lavicza, Z., Špernjak, A., Rokos, L., Vondruška, J., & Šorgo, A. (2025). Relations Between Teachers’ Technology Integration Within ICAP Modes With Moderation Effects: International Perspective. Humanities and Social Sciences Communications, 12, 1701. https://doi.org/10.1057/s41599-025-05960-z
Mumcu, F., Andic, B., Maricic, M., Tejera, M., & Lavicza, Z. (2025). Unpacking Teachers’ Value Beliefs about Computational Thinking and Programming. Journal of Educational Technology & Online Learning, 8(1), 41-63. https://doi.org/10.31681/jetol.1497284.
Dinçer Aksoy, B., Cantürk Günhan, B., & Mumcu, F. (2025). An epistemological link between mathematical thinking and computational thinking from theory to practice. Pamukkale University Journal of Education, 64, 123-149. https://doi.org/10.9779/pauefd.1438401
Maričić, M., Andjic, B., Mumcu, F., Maric, M., Gordić, S., Ranitović, M.G., & Cvjetićanin, S. (2025). Enhancing student engagement through instructional STEAM learning activities and self-explanation effect. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), 1-14. https://doi.org/10.29333/ejmste/15798
Mumcu, F., Mavrikis, M., Karkalas, S., Gkreka, C., Korompli, C., Diamantidis, D. & Lavicza, Z. (2025). Designing Feedback for Exploratory Mathematical Activities: A Computational Thinking Perspective. The Constructionism Conference 2025, 24 – 27 June, Zurich, Switzerland. https://doi.org/10.21240/constr/2025/78.X [Full paper]
El Bedewy, S., Hornsby, D., Mumcu, F., Szász, R., & Lavicza, Z. (2025). Experimenting mathematical transformations with GeoGebra Dance: An embodied learning approach. 14th Congress of the European Society for Research in Mathematics Education (CERME 14), 04 – 08 February, Bolzano, Italy. https://hal.science/hal-05307181v1 [Full paper]