Zacharia, Z. C., Hovardas, T., Xenofontos, N., Pavlou, I., & Irakleous, M. (2020). Education and employment of women in science, technology and the digital economy, including AI and its influence on gender equality. Policy Department for Citizens’ Rights and Constitutional Affairs. Retrieved from

Xenofontos, N. A., Hovardas, T., Zacharia, Z. C., & de Jong, T. (2019). Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment. Journal of Computer Assisted Learning.

Efstathiou, C., Hovardas, T., Xenofontos, N., Zacharia, Z., de Jong, Anjewierden, A., & van Riesen, S. (2018).Providing guidance in virtual lab experimentation: The case of an experiment design tool. Educational Technology Research and Development, 66(3), 767-791.doi: 10.1007/s11423-018-9576-z
Xenofontos, N., Zacharia, Z., & Hovardas, T. (2018). How much guidance students need when designing experiments in a computer-supported inquiry learning environment. International Journal of Learning and Teaching, 4(1), 20-24. doi: 10.18178/ijlt.4.1.20-24
Hovardas, T., Xenofontos, N., Zacharia, Z. (2017). Using virtual labs in an inquiry context: The effect of a hypothesis formulation tool and an experiment design tool on students' learning. In I. Levin, & D. Tsybulsky (Eds.), Optimizing STEM Education with Advanced ICTs and Simulations. IGI Global. ISBN13: 9781522525288; EISBN13: 9781522525295

Papaevripidou, M., Irakleous, M., & Zacharia, Z. (2017). Using Teachers' Inquiry-oriented Curriculum Materials as a Means to Examine their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-based Learning. Science Education International, 28(4), pp 271-292.

Papaevripidou, M., Irakleous, M., & Zacharia, Z. (2017). Designing a course for enhancing prospective teachers’ inquiry competence. In Κ. Hahl, Kalle J. Lampiselkä, J. Lavonen & A. Uitto (Eds.), Cognitive and Affective Aspects in Science Education Research, pp 263-278, Springer.

Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, C. Z., & Papaevripidou, M. (2017). Teachers' Readiness to Use Inquiry-based Learning: An Investigation of Teachers' Sense of Efficacy and Attitudes toward Inquiry-based Learning. Science Education International, 28(4), pp 315-325.

Zacharia, Z. C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S. A., . . . Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: A literature review. Educational Technology Research and Development, 63(2), 257-302. doi: 10.1007/s11423-015-9370-0
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zachariac, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi: 10.1016/j.edurev.2015.02.003
de Jong, T., Linn, M., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. Science, 340, 305-308. doi: 10.1126/science.1230579 
Olympiou, G., Zacharia, Z. C., de Jong, T. (2013). Making the invisible visible: Enhancing students' conceptual understanding by introducing representations of abstract objects in a simulation. Instructional Science, 41, 575-587. doi: 10.1007/s11251-012-9245-2
Zacharia, Z., Loizou, E. & Papaevripidou, M. (2012). Is physicality an important aspect of learning through science experimentation among kindergarten students? Early Childhood Research Quarterly, 27(3), 447-457. doi: 10.1016/j.ecresq.2012.02.004 
Zacharia, Z., Xenofontos, N., & Manoli, C. (2010). The effect of two different cooperative approaches on students' learning and practices within the context of WebQest science investigation. Education Technology Research and Development, 59 (3), 399-424. doi: 10.1007/s11423-010-9181-2