SEEING THEMSELVES AS TEACHERS: PRESERVICE TEACHERS' DEVELOPMENT OF TEACHER IDENTIFY AND SELF-EFFICACY WITH THE EARLY FIELD EXPERIECE

This study examines forty-eight preservice teachers' teacher identity and self-efficacy during their first field experience in an elementary Professional Development School (PDS) site. They engaged in three half-day field experiences per week, observed their mentor teachers' lessons, developed and taught lessons, and reflected on their field experience during one semester. Data including pre- and post-surveys on teacher identity and self-efficacy, reflection journals, written commentaries for planning ELA lessons, and written reflection commentaries about delivery of ELA lessons, were collected to examine their development of teacher identity and self-efficacy. By the end of the field experience, they reported more confidence in engaging students in learning. They also reported that they developed instructional strategies to teach content and to manage the classroom. Field experience plays a key role in shaping preservice teachers’ professional identity. Hands-on experiences in the classroom offered them opportunities to develop their self-efficacy in student engagement, instructional strategies, and classroom management. Implications for teacher educators and teacher education preparation programs are included. &nbsp

EXPLORING DIFFERENTIATED INSTRUCTION IN DEVELOPING LANGUAGE SKILLS: INSIGHTS FROM NOVICE EFL TEACHERS DURING THEIR INDUCTION PERIOD

This study investigates the experiences of newly graduated English language and literature teachers in Montenegro during their induction period in primary and secondary schools. It focuses on the implementation of differentiated teaching to develop specific language skills. Twelve novice teachers were divided into four groups, each targeting a different skill: listening, speaking, reading, and writing. The groups worked across various regions and education cycles: one in a primary school in the north (listening), another in a fourth-grade general secondary school (speaking), a third in a primary school in the south (reading), and the fourth in a primary school in the central region (writing). Novice teachers collaborated with experienced mentors who provided support in planning and executing differentiated tasks. Data collected through a questionnaire highlighted the challenges and benefits of differentiated instruction and its impact on student achievement. The findings emphasize the importance of university training and mentoring for effective differentiated teaching and outline key areas for further development to prepare future educators for complex teaching environments

DECISIONS RELATED TO HIGHER EDUCATION IN THE NATIONAL EDUCATION COUNCILS

National Education Councils are the most important educational meetings in our country, which give direction to the National Education System and the education system in Turkey with the agenda items and decisions taken regarding the education system and educational policies. Due to the importance of these meetings, it has been tried to examine how and in which subject contents the decisions taken in the National Education Councils regarding higher education were handled. All written policies, documents and strategies of the twenty National Education Councils held between 1939-2021 were taken as the main source in order to determine the importance given to higher education in the National Education Councils, which are the highest advisory body of our education system, to evaluate the extent to which higher education education was included in which councils and to determine the decisions taken regarding higher education. In the study, since primary sources related to all content were accessed and it was deemed appropriate to include all Council meetings in the study, written (printed and digital) documents related to the National Education Councils were scanned and examined without selecting any sample in the data search, and the data were evaluated by descriptive analysis and content analysis. Keywords: National Education Councils, Higher Education, Council Decisions, Educatio

A CASE STUDY ON THE CEFR ALIGNMENT IN LANGUAGE ASSESSMENT: INSIGHTS FROM EFL INSTRUCTORS IN TURKEY

This study investigates the instructors’ perspectives on the alignment of intermediate-level language tests (B1 & B2) applied in the 2023-2024 academic year at a preparatory school in Turkey. A qualitative case study was adopted in the study and qualitative data were collected from 6 lecturers in the testing office of the preparatory school through reflection papers and semi-structured interviews. The purposive sampling method was conducted in the study, in which all the instructors in the testing office participated. Moreover, all the tests throughout the academic year were purposefully included in the study, as sets of B1 and B2 levels would lead to more comprehensive results. Content analysis was conducted for data analysis. The results demonstrated diversity in the alignment rates of the B1 and B2 level tests with the help of factors that contributed to the alignment and detracted from the alignment with the target levels. The study is of importance with the suggestions of to enhance the tests at intermediate levels and provides practical implications for all the stakeholders in language assessment depending on the CEFR

I HAVE A LETTER TO MY MATH TEACHERS: A QUALITATIVE STUDY WITH GIFTED STUDENTS

This research aimed to explore the experiences and phenomenological aspects of gifted students' participation in mathematics classes at a science and arts center (a gifted education center in Turkey). This phenomenological study involved 47 students aged 8-15. Data were collected through letters written by the students to their mathematics teachers and analyzed using phenomenological and inductive content analysis. The findings revealed the overarching theme: "My Mathematical Course". Under this theme, students' perceptions of mathematics as a space of freedom/place of self-discovery and, conversely, as a source of boredom were identified. Furthermore, the students expressed expectations and desires regarding the mathematics class, the science and arts center, the system, and their teachers. The findings are discussed within the broader context of the literature

INVESTIGATION OF THE RELATIONSHIP OF EMOTIONAL INTELLIGENCE WITH CREATIVITY AND PROBLEM-SOLVING SKILLS IN GIFTED STUDENTS

This study aimed to compare the emotional intelligence levels of gifted students with their creativity and problem-solving skills based on various variables. The research was conducted using the relational survey model, a quantitative research method. The study involved 169 high school students aged 13-17, including 102 girls and 67 boys, who were identified as gifted and enrolled at the Science and Art Center in Kayseri during the 2023-2024 academic year. Data were collected using the Personal Information Form, Emotional Intelligence Trait Scale-Adolescent Short Form, Perception Scale for Problem-Solving Skills for Gifted High School Students, and Individual Creativity Scale. The data were analyzed using SPSS 22.0 software. The results indicated a significant relationship between students' emotional intelligence levels and their creativity and problem-solving skills. However, no significant differences were found in emotional intelligence, creativity, or problem-solving skills based on variables such as gender, grade level, or family income status (p>0.05)

WEIGHING THE PROS AND CONS OF ARTIFICIAL INTELLIGENCE (AI) IN HIGHER EDUCATION: A MIXED-METHODS SURVEY OF BULGARIAN UNIVERSITY INSTRUCTORS

Abstract Purpose: The present study aimed to identify prevailing sentiments among the Bulgarian academic community toward AI tools and establish a benchmark for the integration of AI into education. Methods: A mixed-methods survey was completed by 910 university instructors from higher education institutions in Bulgaria. The data was analyzed through statistical and content analyses. Results: The participants showed awareness of the inevitable changes that AI would bring to the existing educational paradigm. Although they seemed quite familiar with the most popular AI tools, they acknowledged deficiencies in their preparedness and emphasized the need for training to utilize AI affordances effectively. The educators outlined the risks associated with unethical use of AI and underscored the urgent establishment of norms and guidelines. The lack of scientific data on the long-term effects of AI on students’ cognitive abilities and creative thinking emerged as a dominant concern and reason for skepticism. The instructors viewed personalized education as a positive asset of AI, aligning with diverse learner profiles, but they also considered it a threat, devaluing the role of educators and classroom dynamics. Familiarity with AI, subject area, and gender accounted for 92.83% of the variability in the instructors’ opinions on the utility of AI. Conclusion: Alongside developing educators’ expertise in AI technology, it is essential to delineate the scope, objectives, and domains of AI use. Keywords: artificial intelligence, benefits, challenges, familiarity, higher education instructor

EVALUATING WHAT MATTERS: STUDENT PERSPECTIVES ON PEER EVALUATION IN COOPERATIVE LEARNING

This study investigates the criteria college students prioritize in peer evaluation within cooperative learning environments, aiming to establish a student-centered evaluation framework to enhance team effectiveness and learning outcomes. Utilizing a phenomenological approach, one of the qualitative research methods, 25 students from an education-related course at a Korean university were sampled for this study with creating and weighting peer evaluation criteria based on their experiences in team-based problem-solving tasks. From their criteria responded, seven primary categories emerged, including task preparation and completion, problem-solving skills, diligence and attendance, responsibility in role performance, communication, proactiveness and contribution, and creativity and originality. Findings indicate that responsibility and trust are fundamental to effective collaborative learning. This study contributes to understanding peer assessment’s role in fostering teamwork, with recommendations for integrating responsibility-driven evaluation criteria in colleges and universities

BIBLICAL HEBREW: TEACHING AND LEARNING THE ALPHABET WITH AUDIO-VISUAL AIDS

Sound mastery of the Biblical Hebrew alphabet is required for proficiency in Biblical Hebrew. This study examined Biblical Hebrew: teaching and learning the alphabet with audio-visual aids. Alef-Bet-Song and video lectures on Biblical Hebrew alphabet downloaded from YouTube were integrated into the lessons and taught during instructional process. A Quasi-experimental research design (involving experimental and control groups) was adopted for the study. 100 level undergraduate CRS students in four universities from south-west Nigeria formed the sample for the study. Achievement Test in Biblical Hebrew alphabet (ATBHA) was utilised for data collection, while research hypotheses were analysed using t-test. Findings revealed that the integration of audio-visual resources within the lecture format has a statistically significant effect on students' learning outcomes. In addition, it was affirmed that there is significant difference in the retention level of students exposed to Biblical Hebrew alphabet utilising lecture method complemented with audio-visuals after treatment. It was therefore recommended that Lecturers of Biblical Hebrew should adopt lecture method complemented with audio-visual aids during instructional process of Biblical Hebrew alphabet, and that they should align themselves with the trend of integrating available technologies, social media platforms, and audio-visual aids into their lessons for improved learning outcomes

REFLECTIONS OF STUDENT AND NUTRITION THEMES IN SCIENCE EDUCATION: A BIBLIOMETRIC ANALYSIS

This study aims to investigate the level of interaction among the concepts of “student,” “nutrition,” and “science education” in the academic literature through bibliometric analysis. Developing healthy dietary habits during childhood and adolescence is essential not only for maintaining physical well-being but also for enhancing cognitive functions and academic achievement. In this context, science education emerges as a critical pedagogical medium for embedding health-related behaviors within school settings. Its interdisciplinary structure not only enables the transmission of scientific knowledge but also facilitates the acquisition of lifelong skills and habits. The thematic richness and instructional flexibility of science education allow for more effective integration of health-oriented content, thereby fostering meaningful connections between scientific understanding and everyday life. This research employed a general survey model and analyzed 70 academic publications indexed in the Web of Science database between 2000 and 2025. The publications were examined in terms of temporal trends, geographic distribution, authorship productivity, thematic domains, keyword clusters, and citation networks. The findings reveal increasing scholarly attention to these themes and underscore the transformative potential of science education in shaping students’ nutritional behaviors