In the literature, there is not enough evidence specifically regarding the contribution of ChatGPT to the English education of primary school students. This calls for further studies empirically demonstrating the effectiveness of generative Artificial Intelligence (AI) tools in language learning in primary school settings. This sort of study is also useful in providing implications for effectively integrating these novel tools into school settings. Therefore, this study focuses on the impact of ChatGPT on the English reading and writing skills of elementary school students. This study explores the impact of using ChatGPT as a pen pal on young learners' reading and writing skills in English courses and their attitudes towards language learning. Conducted with 55 elementary school students, the study employed a quasi-experimental design. The experimental group interacted with ChatGPT weekly to practice their reading and writing skills, while the control group followed traditional teaching methods. Pre-tests and post-tests were administered to assess students' progress in reading and writing, along with an attitude scale to measure changes in their perception of the English course. The results showed that both groups significantly improved their reading and writing skills, but no significant difference was observed between the groups. Although ChatGPT proved to be an engaging tool, its impact was comparable to traditional methods. This study highlights the potential of AI-driven tools like ChatGPT in supporting language learning, suggesting further research is needed to explore its long-term effects.
Curriculum literacy is a core professional competence that enables pre-service teachers to interpret curricula accurately and translate curricular objectives into effective instructional practices. In digitally mediated learning environments, this competence may also support the purposeful use of digital technologies. This study examined the mediating role of digital literacy in the relationship between pre-service teachers’ curriculum literacy and their competence in designing instruction in digital environments. Using a relational survey design, data were collected from 314 fourth-year pre-service teachers enrolled at two state universities in Türkiye. The Curriculum Literacy Scale, Digital Literacy Scale, and Competence Scale for Designing Instruction in Digital Environments were used as data collection instruments. Structural equation modelling was conducted using the robust maximum likelihood estimator, and indirect effects were tested through bootstrapping with 2,000 samples. The findings showed that curriculum literacy significantly predicted competence in designing instruction in digital environments and digital literacy. Digital literacy also significantly mediated the relationship between curriculum literacy and digital instructional design competence (β = .261, 95% CI [.188, .355]). Gender and GPA did not significantly predict digital instructional design competence. Overall, the findings indicate that curriculum literacy contributes to pre-service teachers’ competence in designing digitally supported instruction both directly and indirectly through digital literacy. Teacher education programmes should therefore integrate curriculum literacy and digital literacy in a coordinated manner to strengthen pre-service teachers’ capacity to design curriculum-aligned digital learning environments.
The Mathematical Knowledge for Teaching (MKT) framework conceptualizes specialized content knowledge (SCK) through the dimensions of justification, explanation, and representation. Drawing on this framework, this study investigates secondary school mathematics teachers’ specialized content knowledge in the teaching of first-order equations with one unknown and identifies the instructional responsibilities associated with this topic. Designed as a qualitative case study, the research was conducted with three secondary school mathematics teachers. Data were collected through an equation knowledge test for teaching, semi-structured interviews, and classroom observations conducted during the instruction of first-order equations and were analyzed using analytical rubrics aligned with the three dimensions of SCK. The findings indicate that although teachers demonstrated procedural fluency in solving equations, their justifications and explanations frequently lacked conceptual depth. Teachers encountered difficulties when responding to students’ questions about the relational meaning of the equality sign, the interpretation of variables, and the equivalence of different solution strategies. With respect to representation, teachers relied predominantly on symbolic forms, with limited integration of verbal explanations and visual models to support conceptual understanding. The study specifies topic-specific instructional responsibilities embedded in specialized content knowledge for first-order equations and offers a structured analytical perspective to inform future research and the design of teacher education programs in algebra instruction.
This study examined the mediating roles of self-efficacy and psychological resilience in the effect of hope on career anxiety among vocational high school students. The study was conducted using a quantitative, cross-sectional, and correlational design. The study group consisted of 440 students enrolled in various vocational high schools. Data were collected using the Dispositional Hope Scale, the Self-Efficacy for Children Scale, the Child and Youth Resilience Measure, and the Career Anxiety Scale. Data were analyzed using Pearson correlation analysis, regression-based serial multiple mediation analysis, and bootstrap resampling. Correlation findings indicated that hope was significantly and positively associated with self-efficacy and psychological resilience and significantly and negatively associated with career anxiety. The mediation analysis revealed that hope had a significant total effect on career anxiety. However, when self-efficacy and psychological resilience were included in the model, hope’s direct effect on career anxiety was found to be non-significant. In contrast, hope’s total indirect effect on career anxiety remained significant. The findings indicated that the effect of hope on career anxiety was significantly mediated through self-efficacy, psychological resilience, and a serial indirect pathway involving both constructs. In conclusion, hope does not function as a standalone predictor that directly reduces career anxiety; rather, it operates as a higher-order psychological resource that exerts its influence through self-efficacy and psychological resilience. These findings suggest that hope, self-efficacy, and psychological resilience should be addressed together in school-based interventions aimed at reducing career anxiety among vocational high school students.
Video-enabled feedback is increasingly integrated into technology-enhanced learning environments, offering rich opportunities for interaction aligned with evolving digital communication practices. However, its adoption is highly sensitive to psychological determinants such as trust, perceived risk, and perceived usefulness. This study explores how these constructs influence learners’ acceptance of video-enabled feedback, conceptualized here as a strategic service design intervention. A quasi-experimental pre-test–post-test design was employed over a 10-week intervention. Data were collected from 88 high school students assigned to an experimental group (video feedback) and a control group (text feedback). The data were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that exposure to video feedback significantly increased trust and perceived usefulness while decreasing perceived risk. Furthermore, perceived usefulness and trust strongly predicted student satisfaction, which in turn served as a central mediator driving both continuance intention and the willingness to invest in personalized learning (WIPL). Perceived risk, conversely, negatively affected trust and satisfaction. The study also highlights the moderating roles of individual differences: virtual risk sensitivity amplified the effects of risk perceptions, whereas creative thinking and self-regulation strengthened the impact of perceived usefulness on satisfaction. These results demonstrate that the acceptance of digital educational tools depends critically on mitigating psychological barriers. By integrating the Technology Acceptance Model (TAM) and Expectation Confirmation Model (ECM) with a trust-risk framework, this research offers practical implications for EdTech developers to design trustworthy, user-centered systems that foster sustainable user engagement and revenue models.
The aim of this study is to examine the mediating role of attitudes towards information ethics in the relationship between 21st-century skills and smartphone addiction in young adults. This study utilized a correlational research design, a quantitative research method. The sample consisted of 763 young adults studying in various high schools and different educational levels. The "Smartphone Addiction Scale," the "Attitudes Towards Information Ethics Values Scale," and the "Multidimensional 21st-Century Skills Scale" were used to collect data. Path analysis was used to examine the mediating role of attitudes towards information ethics values in the relationship between 21st-century skills and smartphone addiction in young adults. Path analysis is used to examine the relational nature of the current situation. The empirical findings showed that attitudes towards information ethics valuessignificantly mediate the relationship between 21st-century skills and smartphone addiction in young adults. These findings suggest that educational interventions focusing on information ethics values in young adults should be expanded to encompass different areas, including smartphone addiction and the development of 21st-century skills, and that research in this area should be increased. Furthermore, further research is needed to examine participants with diverse demographic profiles, investigate the dynamics of alternative variables according to different sample sizes, and present their findings.
This qualitative study examines the perspectives of in-service teachers regarding the integration of Artificial Intelligence (AI) into educational settings. A purposive sampling framework combining criterion and snowball sampling strategies was employed, semi-structured interviews were conducted with 23 in-service teachers. Data were analyzed through content analysis. The analysis revealed three themes: teachers’ current digital practices, AI acceptance and integration of AI. The findings showed that teachers currently use digital technologies for various pedagogical purposes and have also begun using AI technologies in educational settings. Also, teachers perceived AI as useful because of easier access to information, time efficiency, decision-making support, personalized feedback, and professional development. However, they also expressed pedagogical and ethical concerns regarding student overreliance, academic dishonesty, the potential misuse of AI, data security, and the digital divide. The results indicate that, given the multifaceted nature of AI technologies successful AI integration requires specific teacher competencies, particularly critical AI literacy and ethical awareness competencies. Findings also suggest that successful integration requires practical, subject-specific training for both in-service and pre-service teachers, training for students, family engagement, and financial support. This study provides insights into how teachers use AI technologies, their perceptions of required competencies, the challenges and concerns they perceive. Limitations and suggestions for future research are also discussed.
While grammar instruction in a second language (L2) relies heavily on course materials, the interactional treatment of those materials at the micro-analytic level remains underexplored. More specifically, the treatment of ‘modelled exercise items’, sample exercise items whose answers are pre-provided by the textbook, requires further interactional investigation. To this end, this multimodal, collection-based conversation analytic (CA) study investigates a teacher’s orientation to ‘modelled exercise items’ in textbooks, within grammar revision talk. The data consisted of 37 classroom hours of video recordings of an EFL classroom at a state university in Türkiye. The participants comprise 30 students and one English language instructor teaching an integrated-skills course. The data were analyzed following CA procedures, including unmotivated looking, repeated viewing, detailed multimodal transcription, turn-by-turn sequential analysis, and collection building. The findings reveal that the teacher systematically transforms modelled exercise items to serve diverse pedagogical purposes. Specifically, the teacher’s turns in leveraging these items function to (i) elicit grammar explanations from the students and (ii) transform the items into an L2 grammar practice. These findings also show that the teacher’s interactional actions are contingent upon the pedagogical goal pursued in situ, highlighting the reflexive relationship between pedagogy, interaction and material use. Furthermore, these contingencies create space for further teaching and learning opportunities. This study contributes to CA research on L2 and classroom interaction by uncovering the micro-details of the interface between materials and classroom interaction within grammar revision episodes, with implications for teachers and teacher educators.
As people of all ages increasingly use social media platforms (SMP) for various purposes, this study investigates how these platforms influence social media addiction (SMA) among parents. Each SMP has different features. The reasons why parents use these platforms, as well as the ways in which they use them, may vary. This study investigates which SMP influence SMA among parents, and the effect of these platforms on parents' awareness of digital data security (DDSA). Path analysis was conducted to examine the direct and indirect relationships among the identified SMP (YouTube, Facebook, Instagram, Pinterest, TikTok, X, WhatsApp, and Snapchat), SMA, and DDSA. The analysis revealed that parents' use of Pinterest, X, and Snapchat significantly affected their DDSA: Snapchat had a negative effect, whereas Pinterest and X had positive effects. Parents' use of Snapchat, Pinterest, WhatsApp, and TikTok was found not to significantly affect SMA, while SMA was significantly and positively affected by the use of Facebook, Instagram, YouTube, and X. Conversely, it was found that parents' DDSA significantly and negatively affected SMA. These findings have important implications for children's digital learning environments and parental involvement in technology-supported learning. The findings have been used to provide recommendations to help parents adopt healthier social media (SM) habits and safer digital practices.
Dating violence remains a significant concern in emerging adulthood, yet rejection of dating violence may not be fully explained by gender-role egalitarian beliefs alone. Moral foundations were also considered as potential explanatory factors in understanding attitudes toward dating violence. Drawing on Moral Foundations Theory and the distinction between equality-based and proportionality-based fairness, this cross-sectional study examined whether proportionality-based fairness judgments are involved in an indirect association linking gender-role egalitarianism to dating-violence rejection among Turkish university students. Participants were 356 Turkish university students (18–28 years) who completed self-report measures assessing the study variables. Regression-based indirect-effect models with bootstrap confidence intervals were used to examine the proposed associations between these variables. The results indicated that more egalitarian gender beliefs were strongly associated with rejecting dating violence, and proportionality-based fairness showed a modest but statistically significant indirect association. In concurrent models, the two fairness facets showed distinct patterns, supporting the value of conceptualizing fairness as multidimensional. Because the design is cross-sectional and based on self-report measures, the findings do not establish temporal ordering or causal mechanisms. The results point to the need for future vignette-based and longitudinal studies in university populations to further examine these relationships and clarify their development over time.
This study aimed to investigate the predictive relationship of secondary school teachers' empowering leadership (EL) perceptions and psychological capital (PC) levels with their organizational citizenship behaviors (OCB), and to examine the mediating role of psychological capital in the relationship between teachers' EL perceptions and OCB. This study employed a correlational survey design. Data were collected from 365 teachers working in secondary schools in Erzurum, Türkiye, during the 2024–2025 academic year. Participants were selected using a two-stage random cluster sampling method. After data screening, eight multivariate outliers were excluded, resulting in a final analytical sample of 357 teachers. Data were collected using a personal information form, the Organizational Citizenship Behavior Scale, the Empowering Leadership Scale, and the Psychological Capital Scale, and were analyzed using SPSS (Version 27) and the PROCESS macro. Correlation coefficients were calculated to examine the relationships among the variables. Hayes' PROCESS Model 4 was used to test the predictive relationships and the mediating role of psychological capital. The analyses revealed statistically significant relationships among teachers' EL perceptions, PC levels, and OCB. Regression and mediation analyses indicated that EL and PC significantly predicted OCB. Furthermore, psychological capital mediated the relationship between empowering leadership and organizational citizenship behavior. This study provides empirical evidence for the predictive and mediating role of psychological capital in the relationship between empowering leadership and organizational citizenship behavior.
This study employs bibliometric methods to provide a comprehensive overview of the intellectual structure, knowledge production dynamics, and conceptual evolution of authentic learning literature. This research analyzes 3,663 documents retrieved from the Web of Science, Scopus, Lens, and PubMed databases covering the period from 1984 to 2025 to map the development of the field using RStudio and the Bibliometrix package. The findings show a quantitative increase in publication output, particularly after 2020, coinciding with global crises and the accelerating digitalization of education. Geographical and institutional distribution analyses revealed the dominance of academic production from Australia in the literature, led by institutions such as Queensland University of Technology. Trend analysis points to a structural shift in research focus within the field: Initially clustered around theoretical frameworks such as “constructivism” and “situated learning,” the literature now reflects a shift toward technological and ethical dimensions represented by keywords such as “artificial intelligence,” “ChatGPT,” “virtual reality,” and “academic integrity.” Furthermore, keyword co-occurrence network analysis shows that the concept of “authentic assessment” has become central to the network structure, frequently co-occurring with “authentic learning,” and is positioned as one of the core research clusters. In conclusion, this research documents that authentic learning is conceptualized in literature not merely as a pedagogical approach, but as a multidimensional educational ecosystem positioned at the intersection of advanced technology, ethics, and assessment.
The purpose of this research is to determine the effect of the Zesquare (Ze2) Visual Attention Set (VAS) on the development of pattern skills in early childhood. The study utilized a pre-test–post-test control group design. The study group consisted of 38 students (18 females, 20 males) aged 5, attending a preschool in Istanbul. A quasi-experimental pre-test–post-test control group design was employed. These intact groups were then designated as either the experimental or the control group. In the study, the experimental group participated in Ze2 VAS activities for 30-40 minutes daily over 12 weeks, considering each child's attention and interest level. The control group continued their education following the standard curriculum. Data collection employed the Preschool Pattern Skills Test, which included demographic information. Data analysis was conducted using SPSS v24 and the R package. The study found no significant difference in pre-test pattern skills scores between the experimental and control groups (p > 0.05, Cohen’s d = 0.24). Statistical analysis revealed a significant increase in the post-test scores of the experimental group compared to their pre-test scores, indicating a notable gain in pattern skills favoring the intervention (p < 0.01, Cohen’s d = 0.80). There was no significant difference in pattern skills post-test scores compared to pre-test scores for the control group (p > 0.05, Cohen’s d = 0.12). The findings indicate that children using the Ze2 VAS app demonstrated improvement in their pattern recognition skills. In summary, the study suggests that Ze2 VAS contributes positively to children’s development.
The Türkiye Century Maarif Model, introduced by the Ministry of National Education in 2024, represents a major curriculum reform. Although previous research has examined teachers, administrators, and teacher candidates mainly through surveys and interviews, spontaneous digital reactions remain underexplored. This study investigates discourse surrounding the Maarif Model on X. Posts containing five reform-related hashtags were collected through the X API and analyzed in Python using a KDD-informed text-mining framework. The analysis combined BERT-based sentiment classification, word-frequency analysis, and Latent Dirichlet Allocation topic modelling. Data preparation included duplicate removal, relevance screening, and bot/noise filtering, while automated sentiment labels were interpreted cautiously because no independently coded gold-standard validation set was available. Positive posts constituted the largest sentiment category across all hashtag-based subsets, suggesting substantial symbolic support for the reform. However, negatively oriented posts contained more prominent references to projects, targets, administrative expectations, and implementation-related concerns. Topic patterns also linked the reform discourse to curriculum, teacher roles, student-centered approaches, institutional coordination, and local implementation. Broader hashtags were associated with relatively more critical or contested expressions, whereas institutionally aligned hashtags contained stronger positive discourse. These findings suggest that social media can provide an early source of feedback on large-scale educational reforms, although it should not be treated as representative public opinion. The study illustrates how computational analysis of digital discourse can complement traditional policy-evaluation methods.
The present study aimed to develop and psychometrically evaluate the Expressive Vocabulary Test - Movement Concepts Skills - Down syndrome (EVT-MCS-DS) and to examine possible differences in expressive vocabulary performance according to demographic characteristics, including sex, living arrangement, and age group. The sample comprised 48 men and 18 women with Down syndrome (M age = 26.56 ± 2.80 years).The instrument was developed through a multi-phase procedure including the selection of 50 movement concepts and skills, their transformation into pictorial stimuli by an expert committee, item analysis (difficulty, discrimination, and point-biserial correlation indices), content validity evaluation, and reliability assessment (Cronbach’s α, Kuder–Richardson 20, split-half reliability, and test–retest stability). Item analysis resulted in the exclusion of 18 items due to unacceptable psychometric indices, yielding a final 32-item test. Internal consistency was high (Cronbach’s α = .952, KR-20 = .80, Spearman–Brown = .94), while test–retest reliability demonstrated excellent stability (ICC Single Measures = .967; ICC Average Measures = .983). Content validity was also supported (I-CVI = .80–1.00; S-CVI/Ave = .92). The EVT–MCS-DS demonstrates satisfactory initial evidence of validity and reliability and may serve as a useful tool for assessing expressive naming of movement concepts and motor skills in adults with Down syndrome.
This study examines the associations between school-level organisational conditions, student-level motivational processes, and reading achievement in primary education using PIRLS 2021 data. Adopting a multilevel framework, it examines how instructional resource limitations, schools’ emphasis on academic success, and students’ engagement-related beliefs interact to explain fourth grade reading differences. Bayesian multilevel mediation modelling was employed to address the hierarchical structure of the data and multiple plausible values for reading achievement. At the student level, engagement in reading lessons is linked to confidence in reading, which functions as a proximal predictor of achievement. Gender and home socioeconomic status are included to control for background differences. At the school level, instructional resource shortages are negatively associated with schools’ emphasis on academic success, which mediates the relationship between resources and between-school differences in reading achievement, while controlling for the presence of a school library. Results show distinct yet interconnected pathways at both levels. Student engagement predicts higher reading confidence, which mediates its effect on achievement. Schools’ academic emphasis positively relates to achievement and mediates the impact of resource shortages. Overall, the findings highlight the importance of considering both organisational conditions and student-level motivational processes in understanding reading achievement and demonstrate the value of multilevel mediation models for analysing large-scale international assessment data.
The increasing integration of digital technologies into students’ daily lives has intensified middle school students’ exposure to cyber risks, highlighting cyber resilience as a critical competency in contemporary education. This study aims to develop a valid and reliable measurement instrument to assess the cyber resilience capacity of middle school students in the digital age. Grounded in resilience theory and the NIST Cybersecurity Framework, the research introduces the Cyber Resilience Scale (CRS) for students aged 11–14. The scale development process followed systematic methodological procedures. An initial pool of 65 items was generated based on an extensive literature review and the five core functions of the NIST Cybersecurity Framework: Identify, Protect, Detect, Respond, and Recover. Content validity was ensured through expert review, followed by pilot testing to confirm clarity and age appropriateness. Data were collected from 767 middle school students and analyzed using exploratory factor analysis (EFA) to identify the underlying factor structure. Confirmatory factor analysis (CFA) was then conducted to validate the model. The results supported a five-factor structure consistent with the theoretical framework. The final version of the CRS consists of 43 items and explains 59.88% of the total variance. Reliability analyses indicated strong internal consistency, with a Cronbach’s alpha coefficient of 0.940 for the overall scale and values ranging from 0.902 to 0.930 for the subscales. Overall, the findings demonstrate that the CRS can support educational practices aimed at strengthening students’ ability to manage digital risks.
Many students often view higher education settings as unwelcoming or emotionally cold, which can make their academic journey more challenging. Despite growing interest in how students experience their campus environment, there’s still very little research that looks closely at how academic stress might explain the link between how students feel about their campus climate and how well they perform academically. Therefore, the present study aimed at investigating the intervening role of perceived academic stress in relationship between students’ perceived campus climate and academic achievement by taking the Study-Demand-Resources (SD-R) model as a theoretical framework. The study participants were 360 regular undergraduate students of Debre Markos University, Ethiopia. A cross-sectional research design was employed. Consequently, students generally had a positive perception of the campus climate. Students experienced high levels of academic stress, since lower scores on the scale represent higher stress. The study also revealed a positive campus climate perceptions are linked to less stress and better academic performance. However, academic stress has a negative impact on academic achievement. Finally in the present study, academic stress acted as an intervening factor between perceived campus climate and academic achievement. This result validates the SD-R model's premise that stress plays a significant role in linking the interaction between resources (like campus atmosphere) and outcomes (like academic achievement). The research also adds to the theory and literature by shedding light on how students view the campus environment, academic stress, and academic success within the Ethiopian setting.
This study aimed to examine the emotion regulation and executive function skills of children aged 48-72 months in the context of age and gender. The study included 200 children aged 48-72 months enrolled in kindergartens with the Ministry of National Education in the Mut district of Mersin province. The 'Child Personal Information Form', 'Emotion Regulation Skills Scale', and 'Touchscreen Executive Function Battery' were utilized as data collection tools. The Bayes Mann-Whitney U Test was employed to determine whether emotion regulation and executive function (inhibitory control, working memory, cognitive flexibility) scores differed according to gender and age. According to the research results, it was found that the relationship between inhibitory control, cognitive flexibility, and emotion regulation differed depending on age and gender in children with high working memory. No significant relationship was found between cognitive flexibility and emotion regulation, or between inhibitory control and emotion regulation, in boys and girls aged 48-72 months with low working memory, nor in boys and girls aged 48-60 months with high working memory. However, a significant relationship was identified between cognitive flexibility and emotion regulation, and between inhibitory control and emotion regulation, in boys and girls aged 61-72 months with high working memory. Ultimately, this study demonstrates that the relationship between cognitive control mechanisms and emotion regulation in children is shaped not only by possessing a high working memory capacity but also by advancing age and developmental maturity.
The importance of providing equal access to education for students with disabilities within an inclusive education system was highlighted by the Cabinet of Ministers of the Kyrgyz Republic in the 2023 “Accessible Country” state program. Recent literature has supported the significant role of assistive technology (AT) in meeting the needs of students with disabilities within an inclusive setting. However, this indicates a necessity for teachers to be knowledgeable and skilled in using AT. In order to meet the goals of the Accessible Country program, the current study aimed to explore teachers’ AT knowledge and skills, their perspectives toward AT use, and their perceptions of AT in K-12 settings. Data were collected from 262 teachers via survey. The results indicated that the schools had more low-tech AT and less mid-tech or high-tech AT, and that teachers had an awareness of the benefits and importance of ATs in education. However, the teachers have limited AT knowledge and skills, in addition to their pedagogical knowledge of AT integration in the special education context. Also, the teachers held a neutral perspective about the use of AT in special education. The teachers reported AT training needs, lack of available time, lack of support, lack of motivation, low teacher salaries, and lack of resources as barriers to the use of AT in the Kyrgyz education system.
