Decuypere, M., & Perrotta, C. (2026)Atmospheric Analytics: Situated Encounters in the Age of Generative AI. Science, Technology, & Human Values, 0(0).
Decuypere, M., et al. (2026)Tracing the infrastructural unfolding of (edtech) events through hybrid team ethnography. Learning, Media and Technology, 51(2), 345–359.
Helgetun, J., & Decuypere, M. (2026)Follow-ups versus snapshots: On the necessity of new methodologies and forms of epistemic thought in critical edtech studies. Learning, Media and Technology, 1–19.
Tierens, T., Decuypere, M., & Hartong, S. (2026)Navigating open-source platforms in schools: An inquiry into changing teacher professionality. Learning, Media and Technology, 51(1), 75–89.
Alirezabeigi, S., & Decuypere, M. (2025)Evaluating datafied time: exploring the multiple temporalities of teachers’ work with digital assessment. Critical Studies in Education, 66(2), 197–212.
Ortegon, C., Decuypere, M., & Williamson, B. (2025)«Enthuse and inspire»: edtech brokers and the affective construction of teacher innovation International Studies in Sociology of Education, 35(2), 179–195.
Tierens, T., Decuypere, M., Hartong, S., & Alirezabeigi, S. (2025)Pedagogical attachments and Virtual Reality: on immersion with digital technology in school. Critical Studies in Education, 1–19.
Tierens, T., Decuypere, M., Hartong, S., & Alirezabeigi, S. (2025)Schooling the (Artificially) Intelligent Writer: GenAI Technologies as Thinking Infrastructures in School Education. Postdigit Sci Educ 7, 1250–1269
Vanermen, L., Vlieghe, J., & Decuypere, M. (2025)Learning to dashboard: Modes of producing and deploying data visualising technologies in higher distance education. Discourse: Studies in the Cultural Politics of Education, 46(3), 341–358.
Decuypere, M., Hartong, S., Brandau, N., Joecks, L., Loft-Akhoondi, A., Ortegon, C., Tierens, T., & Vanermen, L. (2024)Maneuvering constellations of valuation: a critical investigation of the edtech startup sector. Critical Studies in Education.
Förschler, A. & Decuypere, M. (2024)Where are we heading? Hackathons as a new, relational form of policymaking. Journal of Education Policy.
Hartong, S., Decuypere, M., & Lewis, S. (2024)Disentangling the temporalities of digital and predictive governance: Rhythmanalysis as a methodological framework. Time & Society.
Nanez, P., Decuypere, M., & Hartong, S. (2024)Unpacking the contextualities of behavioural public policy: a case study of the Peruvian Nudge unit MineduLAB. Journal of Social Policy.
Ortegon, C., Decuypere, M., & Williamson, B. (2024)Mediating educational technologies: Edtech brokering between schools, academia, governance, and industry. Research in Education.
Ortegon, C., Williamson, B., & Decuypere, M. (2024)Edtech brokers and evidence governance: knowledge intermediaries in the education technology market. Globalisation, Societies and Education, 1–12.
Saari, A. & Decuypere, M. (2024)Governing by prototype and proto-practice: topological configurations of future classroom labs. Journal of Education Policy.
Tierens, T., Decuypere, M., & Hartong, S. (2024)Navigating open-source platforms in schools: an inquiry into changing teacher professionality. Learning, Media and Technology.
Tierens, T., Decuypere, M., Alirezabeigi, S., & Hartong, S. (2024)Governing through time(s): Temporal modes of governance in digital education policy. British Journal of Sociology of Education.
Vanermen, L., Vlieghe, J., & Decuypere, M. (2024)Learning to dashboard: modes of producing and deploying data visualising technologies in higher distance education. Discourse: Studies in the Cultural Politics of Education.
Decuypere, M., & Hartong, S. (2023)Edunudge. Learning, Media and Technology.
Decuypere, M., & Lewis, S. (2023)Topological genealogy: a methodology to research transnational digital governance in/through/as change. Journal of Education Policy
Helgetun, J. & Decuypere, M. (2023)One thing can be more than one thing: a comparative study of the teacher professionalization app «TeacherTapp». Learning, Media and Technology.
van de Oudeweetering, K., Knox, J., & Decuypere, M. (2023)Problematizing feedback loops: «on», «with», and «beyond» analytics dashboards in MOOCs. Learning, Media and Technology.