ד"ר עידית פינקלשטיין

Finkelstein, I., & Soffer-Vital, S. (2025). Cultural Empathy in AI-Supported Collaborative Learning: Advancing Inclusive Digital Learning in Higher Education. Education Sciences, 15(10), 1305

Finkelstein, I., & Soffer-Vital, S. (2025). AI as a game changer in inclusive higher education: bridging educational gaps through formative assessment. Educational Research and Evaluation, 1–31.

Soffer-Vital, S., Finkelstein, I. (2024). Empowering Teachers: Multicultural Social and Emotional Learning (MSEL) Among Arab Minority Teachers. Journal of Ethnic and Cultural Studies. Vol. 11,39-57

Rahimi, A., Zilka, C. G., Finkelstein, I., & Cohen, R. (2024). The use of digital tools and digital learning skills on multicultural higher education campuses during the COVID-19 crisis. Israel Affairs. 1-18.

Finkelstein, I., Shafiq, M., Soffer-Vital, S., & Alon, N. T. (2025). Should academic staff be the arbiters of peace in the classroom when the war rages outside? Gatekeepers of a national conflict in higher education. Higher Education, 89(5), 1351-1368.‏

Finkelstein, I., Ganon-Shilon, S., & Sela-Shayovitz, R. (2024). Co-leading multicultural school competencies for Inclusion and Integration Reform in times of crisis. Leadership and Policy in Schools. Advanced online publication

Finkelstein, I., & Soffer-Vital, S. & Lieblich, A. (2024). Contextual Narrative Interpretation Model (CNI): Rethinking Qualitative Analysis. International Journal of Qualitative Methods. Vol. 23,1-14.

Soffer-Vital, S., Finkelstein, I., Shraga-Roiltman, Y., Cohen-Liverant, R., & Grabelsky-Lichtman, Z . (2023). The meaning of multicultural evaluation and meaningful evaluation: The importance of multifaceted responsive evaluation in higher education. Israel Affairs. Vol. 29(6),1167-1180.

Soffer-Vital, S. & Finkelstein, I., (2023). Towards a New Multi-Modality Campus: Unboxing the Pandora’s box. Intercultural Education. 1-16. 2023

Shraga-Roitman, Y., Cohen-Liverant, R., Soffer-Vital, S., Finkelstein, I., & Grebelsky-Lichtman, T. (2023). Towards multicultural, inclusive and diverse evaluation–Exploring post-Secondary students’ perceptions. Intercultural Education, 34(4), 378-395.‏

Ganon-Shilon, S., Finkelstein, I., Sela-Shayovitz, R., & Schechter, C. (2023). Inclusive leadership in times of COVID-19 crisis: The role of district and school leaders in fostering school sense-making processes within a national inclusion and integration reform. Leadership and Policy in Schools, Vol. 22(4),992-1012.

Finkelstein, I. & Sofer-Vital, S. (2023). Culturally responsive pedagogy. Lexi-Kaye. Vol. 19,12-15. [Hebrew].

Finkelstein, I., Soffer-Vital, S., Shraga-Roiltman, Y., Cohen-Liverant, R., & Grabelsky-Lichtman, Z. (2022). An integrative multi-dimensional model of culturally relevant academic evaluation for the 21st century. International Journal of Higher Education, 11(1), 187-200

Finkelstein, I., & Grabelsky-Lichtman, Z. (2022). Adolescents in divorced families: The interplay of attachment patterns, family environment, and personal characteristics. Journal of Divorce and Remarriage, 63(2), 120-149.

Finkelstein, I., Hartman, T., & Freier Dror, Y. (2021). ME-Q: Multicultural Education Questionnaire: Assessing the experience of multicultural education in academic institutions. i-manager’s Journal of Educational Technology (JET), 17(4), 52-63.

Zilka, C. G., Finkelstein, I., Cohen, R., & Rahimi, D. I. (2021). Implications of the digital divide for the learning process during the COVID-19 crisis. Review of European Studies, 13(2), 57-71.

Qadach, M., Daas, R., & Finkelstein, I. (2021). Principal’s Information-Processing Mechanisms (PIPMs) as an effective tool for creating school environment that reduces teachers’ intent to leave. International Encyclopedia of Education (4th ed.).

Sela-Shayovitz, R., & Finkelstein, I. (2020). Self-efficacy in teaching multicultural students in academia. International Journal of Higher Education, 9(1), 159-167.‏