The aim of this study is to reveal the opinions of pre-service teachers about the activities and web tools used in the Introduction to Education course. For this purpose, the Introduction to Education course was taught with Web 2.0 supported activities for seven weeks in the autumn term of the 2023-2024 academic year. Qualitative research method was used in the study and phenomenology design was preferred. The study group was conducted with students taking the Introduction to Education course in the autumn term of 2023-2024 at a state university in Ankara. The study group consisted of 125 pre-service teachers studying in 62 Classroom Education and 63 Guidance and Psychological Counselling departments in the first year of the Faculty of Education. Data were collected through a structured interview form consisting of five open-ended questions. Content analysis was used to analyze the data. According to the findings obtained as a result of content analysis, pre-service teachers found the activities facilitating learning, interesting and improving professional skills. It was determined that the most interesting activities for pre-service teachers were station and drama, and Kahoot and Padlet as web tools. Despite some negative situations such as the cost of some applications, traditional classroom organization, technological problems, most of the pre- service teachers expressed positive opinions. It is suggested that web applications that include cooperative learning, active participation and teaching activities that support interest and motivation should be investigated in different courses and their use should be expanded.

The aim of the research, which is based on developing a transition model between preschool and primary school levels, is to examine the views of preschool and primary school teachers. The study group of the research, which was conducted with a case study on the bases of qualitative research method, consisted of preschool education teachers and primary school teachers working in state schools in the city of Canakkale in the 2022-2023 academic year. Participation of 31 teachers in total, 8 subgroups were formed in accordance with the focus group data process. The data collected through focus group interviews were analyzed using content analysis technique. Seven different main themes were reached by analyzing the opinions. In the dimension of opinions and thoughts about the elementary education period, the role of the process in preparing for primary school and its impact on developmental areas were discussed in accordance with the aims of preschool education. Under the main themes of Recognition Activities, Monitoring Activities, Recording Activities for Information and Development, 4 different sub-themes were obtained. In the dimensions “Lacks and Needs, Used Techniques and Activities, Impact Dimensions, Limitations” attention was drawn to cooperation and information transfer. The main theme of Cooperation and Assessment Activities similarly focused in inter-levels interaction and information transfer. In the dimension examining the support and role of parents in the transition process, the positive attitudes of parents towards the process and their cooperation activities are taken as a base. In the process of transition to primary school, the need for detailed data on information transfer was emphasized, while the need for information on behavior and skills was expressed. As a result, it is expected that the transition process between the levels will be carried to an advanced level in terms of interaction and provide integrity.

The aim of this study is to examine the perceptions of educational robot use self – efficacy of teachers participating in the in – service robotic coding training of the Ministry of National Education (MNE) General Directorate of Teacher Training according to gender, age group, education level, branch, type of institution served, seniority, time spent after receiving training, training method, having worked before and after the course, having a suitable environment for practice, number of training received, type of training, encouragement of education administrators, having a colleague working at their school. The sample of this research, which uses a quantitative scanning model, consist of 245 teachers working in Tokat Province at the beginning of 2022 – 2023 academic year and participated in courses on in – service robotic coding. In the research, ‘’ The Self – Efficacy Perception Scale For The Use Of In – Class Educational Robots For Teachers’’ developed by Şahin and Korkmaz (2020) was used which one factor and consisting of 49 items. SPSS (25.0) statistical software was used in the analysis of the data. P<.05 was accepted as the level of significance, and Man – Whitney U test and Kruskal – Wallis H test were used in the relationship of variables. As a result of the research, it was determined that the teachers participating in the MNE in-service training did not consider themselves partially sufficient to use educational robots in the class. In addition, it has been determined that the ex – officio intake of teachers in – service training doesn’t change their self – effıcacy, but at the end of the trainings, there is a significant difference in the self-effıcacy perceptions of teachers who have a practice environment.

As Artificial Intelligence (AI) technologies progress rapidly, there is an increasing interest in utilizing these technologies to enhance both language teaching and learning experiences. Therefore, it is imperative to understand the perspectives held by educators to effectively integrate generative AI technologies and to capitalize on the possible advantages within English language education. This qualitative study aimed to explore the readiness of EFL teachers at tertiary level for implementing generative AI in Education (AIEd) tools in their profession as well as their perceptions of these tools in language teaching. Data were collected from 27 EFL teachers through teacher AI readiness scale, semi-structured individual interviews, and reflection papers. The quantitative findings indicated moderate AI anxiety but high perceived usefulness and positive attitudes toward AI, though participants reported mixed confidence in their ability to teach AI and in access to resources. The qualitative findings demonstrated varied familiarity with AIEd tools and expressed both benefits and challenges. Implications and directions for future research will be shared to inform educators, policymakers, and researchers.

The subject of this study is the integration of artificial intelligence (AI) tools into office programs, and the evaluation of the potential of these tools in educational and business processes. AI systems aim to enhance productivity, optimize decision-making processes, and personalize user experiences by utilizing advanced technologies, such as machine learning and natural language processing. AI-enabled adaptive learning platforms provide students with real-time feedback and personalized learning recommendations, offering a learning experience tailored to individual needs. Concurrently, they automate teachers' administrative tasks such as grading and scheduling, enabling them to focus on more student-centered work. AI tools integrated into office applications expedite data analysis, report generation, and content development processes, thereby allowing users to concentrate on strategic and creative work. AI tools employed in this context include content recommendation systems, text analysis, and formatting automation. The study revealed that although AI integration enhances efficiency in office and educational applications, ethical considerations, such as data privacy and algorithmic bias, need to be addressed. Therefore, it is recommended to develop ethical frameworks for the effective and equitable use of AI and to ensure transparency in the implementation of these tools.

Mentoring within the practicum phase necessitates targeted preparation and specialized training. Addressing this requirement, the present study examines the impact of an online mentor training program, specifically designed to meet the mentoring needs in a teacher education context, on mentoring practices as perceived by student teachers. An experimental group, consisting of eight mentor teachers, underwent the training, while a control group of seven mentors maintained their standard practicum practices. Pre- and post-training surveys were conducted among the student teachers of both groups to evaluate the training effect. Analysis and comparison of the student teachers' feedback revealed that the training program significantly enhanced mentors' abilities in providing professional support, conducting observations, and offering constructive feedback. The article illustrates key considerations for designing training programs for mentor teachers within an EFL context, proposing a model for context-specific online mentor training and demonstrating its efficacy. The study also underscores the critical importance of equipping mentor teachers with adequate training to better support teacher candidates.

Indian educational institute is governed by various accreditations and ranking agencies. One such body is National Institutional Ranking Framework NIRF) which gives the ranking of Indian educational institutes on five broad parameters. These parameters are further divided into sub parameters, which are measured by key indicators. This study aims to analyse all sub parameters and key indicators for different NIRF rankings. The paper will assist stakeholders in understanding the significance of each parameter and its sub parameters, as well as identifying the importance of key indicators that contribute to the ranking decision. The paper presents the review of all the parameters and sub parameters of NIRF in Indian Educational Institutes.

Environmental pollution and climate change have increasingly become a global threat in recent years, particularly causing significant adverse effects on children's health. The aim of this study is to assess the knowledge and awareness levels of pre-service teachers regarding environmental health issues and to examine how this awareness can serve as an effective tool in combating environmental problems. In the study, the knowledge and attitudes of pre-service teachers towards environmental pollution, climate change, and their effects on children's health were evaluated using the "Environmental Attitude Scale." The survey results show that environmental health education plays a crucial role in raising environmental awareness among pre-service teachers and making them more sensitive to environmental issues. According to the findings, the awareness levels of pre-service teachers regarding the health impacts of environmental pollution and climate change are quite high. However, their awareness of how they can individually develop solutions to environmental problems is found to be lower. In this context, educating pre-service teachers on these issues will enhance their capacity to instill environmental awareness in their students and contribute to raising societal awareness. The results emphasize the need to expand environmental health education programs, not only providing theoretical knowledge but also equipping individuals with the competencies to actively produce solutions to environmental problems. The data obtained from the study reveal that pre-service teachers with high levels of environmental awareness tend to exhibit environmentally friendly behaviors. These results suggest that environmental education can play a critical role in fostering sustainable living habits on both individual and societal levels. It is expected that pre-service teachers with high environmental awareness will transmit this awareness to their students in their future professional roles, leading to long-term benefits in combating environmental issues.