Njiku, J. (2025). Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum. Pedagogical Research, 10(1), em0229. https://doi.org/10.29333/pr/15647

Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., …. Njiku, J., et al. (2025). Higher education students’ perceptions of ChatGPT: A global study of early reactions. PloS ONE, 20(2), e0315011. https://doi.org/https://doi.org/10.1371/journal.pone.0315011

Majani, W. P., & Njiku, J. (2024). The Interplay of Mentoring and Practicum in Teacher Preparatory Programs. Educational Practice and Theory, 46(2), 69-89. https://doi.org/https://doi.org/10.7459/ept/460206

Njiku, J. (2024). Language Barriers in Mathematics: Learning Challenges When Global Languages Replace Native Instruction. International Journal of Innovation in Science and Mathematics Education, 32(6). https://doi.org/https://doi.org/10.30722/32.06.001

Ravšelj, D., Aristovnik, A., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Aiahad, N., Abdulla, A., Akopyan, A., & Aldana Segura, M. (2024). Higher education students' early perceptions of ChatGPT: Global survey data. Mendeley Data, 1-1. https://doi.org/https://hdl.handle.net/11562/1134187

Njiku, J. (2024). Student teachers' experiences as mentees during the teaching practice in Rwanda. Australian Journal of Teacher Education, 49(6), 21-39. https://doi.org/10.14221/1835-517X.6249

Njiku, J. (2024). Teaching practice supervision: Student teachers’ perspectives and experiences. The International Journal of Learning in Higher Education, 32(1), 145-161. https://doi.org/10.18848/2327-7955/CGP/v32i01/145-161

Misana, L., Njiku, J. & Mwaihola, M (2024): Exploring the social, instrumental, academic, personal, and professional identities of peer mentoring experiences among preservice teachers, Mentoring & Tutoring: Partnership in Learning, 33(1), 45-61. https://doi.org/10.1080/13611267.2024.2420123

Njiku, J. (2024). Predicting mathematics teachers’ TPACK using technology access, teacher training, and technology use. International Journal of Innovation and Learning, 36(2), 213-228. https://doi.org/10.1504/IJIL.2024.10059915

Mutarutinya, V., Balimuttajjo, S., Mjenda, M. A., Wakhata, R., Mukuka, A., & Njiku, J. (2024). Assessment in mathematics education: An inquiry into methods and skills assessed in the era of globalization. In Impacts of globalization and innovation in mathematics education (pp. 115-143). IGI Global. https://doi.org/10.4018/979-8-3693-2873-6.ch006

Njiku, J. (2024). Assessing the development of mathematics teachers' TPACK through an observation rubric. Education and Information Technologies, 29(2), 2043-2066 https://doi.org/10.1007/s10639-023-11901-7

Njiku, J., Mutarutinya, & Maniraho, J. F. (2023). Developing Mathematics teachers’ attitudes towards technology integration through school-based lesson design teams. The International Journal of Information and Learning Technology, 40(5), 485-499. https://doi.org/10.1108/IJILT-06-2022-0131

Iyamuremye, E., Njiku, J., Maniraho, J. F., & Ndayambaje, I. (2022). Teaching and learning mathematics using technology in Rwanda basic education schools amidst the COVID-19 pandemic. In Mathematics Education in Africa: The Fourth Industrial Revolution (pp. 263-278). Springer. https://doi.org/10.1007/978-3-031-13927-7_16

Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2022). The technological pedagogical content knowledge of mathematics teachers: An exploration. Information Technology, Education and Society, 18(1), 41-56. https://doi.org/10.7459/ites/18.1.04

Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2022). Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors. Journal of Learning for Development, 9(2), 279-290. https://doi.org/10.56059/jl4d.v9i2.589

Njiku, J. (2022). Attitude and technological pedagogical and content knowledge: The reciprocal predictors? Journal of Research on Technology in Education, 55(6),1020-1035. https://doi.org/10.1080/15391523.2022.2089409

Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), ep297. https://doi.org/10.30935/cedtech/9686

Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2020). Developing technological pedagogical content knowledge survey items: A review of literature. Journal of Digital Learning in Teacher Education, 36(3), 150-165. https://doi.org/10.1080/21532974.2020.1724840

Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2020). Mathematics teachers’ technology integration self-efficacy and technology use. In International Conference to Review Research in Science, Technology, and Mathematics Education (pp. 283-289). Mumbai: Homi Bhabha Centre for Science Education. https://episteme8.hbcse.tifr.res.in/proceedings/

Njiku, J., Maniraho, J. F., & Mutarutinya, V. (2019). Understanding teachers’ attitude towards computer technology integration in education: A review of literature. Education and Information Technologies, 24(5), 3041–3052. https://doi.org/10.1007/s10639-019-09917-z

Njiku, J. (2019). Mathematics performance across gender and who owns a school. Huria: Journal of the Open University of Tanzania, 26(1), 141-150. https://www.ajol.info/index.php/huria/article/view/196785

Njiku, J. (2018). Peer observation and reflective teaching: student-teachers learning to teach mathematics from their own experiences. Lwati: A Journal of Contemporary Research, 15(3), 23-34. https://www.ajol.info/index.php/lwati/article/view/179543

Njiku, J. (2016). School-based professional support to student teachers in preparation of teacher professional documents. Voice of Research, 5(3), 1-5. https://www.voiceofresearch.org/doc/Dec-2016/Dec-2016_13.pdf