●Edisherashvili, N., Saks, K., Kallas, K., Pedaste, M., & Leijen, Ä. (In press). Emotions matter—Targeting adult learners' achievement emotions in online instructional settings: Systematic literature review. British Educational Research Journal.
●Edisherashvili, N., Saks, K., Kallas, K., Pedaste, M., & Leijen, Ä. (In press). Systematic insights for fostering achievement emotions in online learning. In M. Pedaste & Ä. Leijen (Eds.). (In press). The Routledge International Handbook of Learning and Instruction in University Education.
●Edisherashvili, N., Puusepp, M., Kasemets, M., Kalmus, V., Pedaste, M., Tiihonen, S., Irani, F., & Tomczyk, Ł. (In Press).
Unlocking effective evaluations: Lessons from media literacy and digital skills intervention studies in Estonia, Finland, and Poland. Journal of Media Literacy Education.
●Mazzocchi, P., Agahi, O., Beilmann, M., Bettencourt, L., Brazienė, R., Edisherashvili, N., & Yurukov, B. (2024). Subjective well‐being of NEETs and employability: A study of non‐urban youths in Spain, Italy, and Portugal. Politics and Governance, 12.
●Rocca, A., Agahi, O., Beilmann, M., Bettencourt, L., Edisherashvili, N., Marta, E., & Simões, F. (2024). NEETs and youth guarantee registration: Examining the link to past undeclared work. Politics and Governance, 12.
●Vissenberg, J., Puusepp, M., Edisherashvili, N., Tomczyk, Ł., Opozda-Suder, S., Sepielak, D., & d'Haenens, L. (2023). Report on the results of a systematic review of the individual and social differentiating factors and outcomes of media literacy and digital skills.
●Leijen, Ä., Pedaste, M., & Edisherashvili, N. (2023). The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia. In Approaches to Teaching and Teacher Education: ISATT 40th Anniversary Yearbook (pp. 73-85). Emerald Publishing.
●Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, A., (2022). Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.792422.
●Edisherashvili, N. (2014). Communicative Language Teaching in Georgia: From Theory to Practice (online version of the book available at: https://www.lotpublications.nl/communicative-language-
teaching-in-georgia-communicative-language-teaching-in-georgia-from-theory-to-practice).
●Edisherashvili, N & Smackman, D. (2012). Technology as a Tool towards Educational Reform: Implementing Communicative Language Teaching in Georgia (online version of the article available at:
https://scholarlypublications.universiteitleiden.nl/handle/1887/21911.
●Khundzakishvilim M., Bever, S. (2018). Formative Assessment and Differentiated Instruction. (Edit/consult work: Edisherashvili, N.).
●Edisherashvili, N. (2018). The main Principles of Assessment Rubrics. Online version available at: http://mastsavlebeli.ge/?p=13937.
●Edisherashvili, N. (2018). The importance of assessment rubrics for the process of instruction. Online version available at
http://mastsavlebeli.ge/?p=11982