Turkish Music Education: An Artificial Intelligence Based Performance Analysis Design: An Artificial Intelligence Based Musical Performance

The purpose of this study is to develop a software system, using the Python programming language, capable of analyzing the pitch and usul (rhythmic pattern) structures in performances of Turkish music. To achieve this goal, the research was conducted within the framework of the Design and Development Research Model (DDRM) and was completed in three stages. In the first stage, a comprehensive literature review was carried out to identify relevant publications that could provide insight into the subject; both domestic and international written sources, as well as existing applications, were examined in detail. In the second stage, based on the main objective, the needs were identified, and a software design was created to perform pitch and usul analysis on performance recordings of Turkish music. The design, developed through the iterative cycle of DDRM, analyzes frequencies using Python libraries and custom algorithms, while storing and visualizing the results through a Firebase based system. Users can track analysis results across specific time frames and access detailed visual data for each analysis, including spectral representations, error curves, and color coded notation. In the third stage, the software design was tested through an application process based on the analysis of performance recordings. For this purpose, a study group consisting of performers and experts was formed. The performer group included two students with basic Turkish music training who could play instruments (Ud and Ney) at a beginner level, while the expert group consisted of three academics specialized in Turkish classical music and Turkish folk music. Before the application process, the students performed an etude prepared in consultation with the researcher and expert group: a 56 pitch study in the Bayati maqam and in Sofyan usul. The recorded performances were evaluated in terms of pitch and usul elements by both the expert group and the software. Subsequently, the analyses of the expert group and the software were comparatively examined, and the results were discussed. It was determined that the software could technically analyze performance recordings with a higher degree of precision than anticipated for pitch and usul elements, achieving a high level of consistency with the expert evaluations. The research was then documented and reported

An Investigation of Critical Thinking and Professional Competence: Critical Thinking and Professional Competence

In a study conducted by the American Psychological Association (APA) in 1990 with 46 theorists from the United States and Canada in order to provide an interdisciplinary definition of critical thinking, critical thinking is defined as "making and expressing analytical, evaluative, conscious judgments to decide what to do and what to believe" (Evancho, 2000). Elements such as teachers, administrators, materials and assessment have an important role in the development of critical thinking. Especially the teacher ensures the active participation of students in order to develop critical thinking. The following strategies should be considered in the development and teaching of critical thinking (Berman, 1991). According to the results obtained by the Ministry of National Education (M.E.B., 2006) in line with the project studies carried out within the scope of the Support to Basic Education Project and the studies carried out within the scope of the provisions of Article 45 of the National Education Basic Law No. 1739, the General Qualifications for the Teaching Profession consisted of 6 main qualifications, 31 sub-qualifications and 233 performance indicators.

Teachers’ Perceptions of Indigenizing Learning at A Canadian Offshore School : Indigenizing Learning at A Canadian Offshore School

In 2015, British Columbia (BC) released a redesigned curriculum that mandated the authentic and meaningful Indigenization of all aspects of learning. The mandate applied to schools within the province of BC and to the international schools that make up the BC Offshore School Program. BC offshore teachers are often uncertain on how to meaningfully Indigenize learning within an international educational context. There is little research regarding the implementation of Indigenized curricula within transnational contexts. The purpose of this qualitative study was to explore teachers’ perceptions of Indigenized learning at a BC offshore school in Egypt. A critical sociocultural framework was used in exploring teachers’ perceptions of Indigenizing learning. The focus of this research included determining how teachers perceive Indigenized teaching and learning at a BC offshore school and the perceived factors that influence Indigenization. Semi-structured interview and focus group data of 16 elementary and secondary teachers were collected and analyzed using a constructivist grounded theory approach. A theory emerged that teachers’ prior knowledge of Indigenous culture shapes perceptions and practices of Indigenized learning, which are then mediated by unique external factors that emerge in international schools (Adams, 2024). Based on these findings, recommendations were formulated to assist teachers in implementing meaningful Indigenized learning internationally.&nbsp

Comparing Pre-service English Language Teachers’ AITPACK Perceptions in Online and Face-to-face Learning Contexts: Insights from the Technology Acceptance with Peer Support Theory : Pre-service English Language Teachers’ AITPACK Perceptions

Recent trends in pre-service English teacher education increasingly emphasize the integration of AI technology. Few studies have examined pre-service teachers’ real-world experiences with AI in language instruction, despite exploring their perceptions and attitudes. Studies on AI-TPACK perceptions primarily utilize technology acceptance frameworks like TAM, TPB and UTAUT. The existing literature regarding pre-service teachers' perceptions of AI-TPACK and the Model of Technology Acceptance with Peer Support (MAPS) is relatively sparse. Furthermore, the existing body of research comparing online and face-to-face instruction in AI-TPACK education for pre-service teachers is limited. To address these gaps, this study examines the impact of the MAPS on pre-service English language teachers’ AI-TPACK perceptions in both online and face-to-face learning environments, focusing on their use of AI within K-12 practicum settings. This study involved 35 online and 50 face-to-face participants using a mixed-methods design. Quantitative data were collected via a questionnaire adapted from An, et al. (2023), and qualitative data were gathered through open-ended survey responses, focus group interviews, and classroom observations. An independent samples t-test found no significant differences between groups in Behavioral Intention, Network Density, and Valued Network Centrality. Significant disparities were found in System Use, Facilitating Conditions, Network Density and Centrality. Qualitative findings emphasize that peer support and practical experiences in practicum schools significantly influence pre-service teachers' attitudes toward integrating AI in instruction. Both groups stressed the need for compulsory AI-TPACK education with peer support in teacher programs. The implications for teacher education are examined, and recommendations for future research are presented

Implementing 21st Century Skills through the Future Classroom Lab (FCL) Model: A Case Study of an Environmental Education and Climate Change Course: The Future Classroom Lab (FCL) Model

This study examines the impact of the Future Classroom Lab (FCL) model on the development of 21st-century skills within the context of an environmental education and climate change course. Employing a mixed-methods research design, the study integrates both quantitative and qualitative approaches. The quantitative component utilizes a pre-test and post-test control group experimental design, while the qualitative aspect incorporates semi-structured interviews with students and the implementing teacher. The findings indicate significant improvements in students' communication, collaboration, critical thinking, problem-solving, creativity, media literacy, and leadership skills. The results reveal that technology-supported and student-centered learning environments foster creativity, enhance digital literacy, and facilitate problem-solving abilities. The study further demonstrates that the FCL model effectively supports the integration of 21st-century skills into educational settings by promoting interactive, flexible, and technology-enhanced learning experiences. The research provides empirical evidence for the benefits of innovative classroom environments and offers recommendations for future implementations in educational contexts. &nbsp

The Role of ICT Self-Efficacy, Technostress, Individual Innovativeness and Mindset on Artificial Intelligence Literacy: Artificial Intelligence Literacy

This study examines the factors affecting artificial intelligence (AI) literacy levels among university students in Turkey. Using structural equation modeling, the research investigates the relationships between ICT self-efficacy, technostress, individual innovativeness, mindset, and AI literacy. Data were collected from 631 university students across various Turkish universities through online surveys using validated scales. The findings reveal that ICT self-efficacy is the strongest predictor of AI literacy (β = .367), while technostress negatively affects AI literacy (β = -.100). Individual innovativeness and growth mindset also positively predict AI literacy. The model explains 28.6% of the variance in AI literacy. These results provide evidence-based insights for educational institutions and policymakers to enhance AI literacy development through addressing psychological factors and leveraging facilitating elements in educational technology integration

CEFR Proficiency Levels of Secondary School English Textbooks’ Word Lists in Türkiye: Secondary School English Textbooks’ Word Lists

Textbooks are crucial in foreign language classes, especially in young learners. It is almost impossible to observe a foreign language class conducted without a textbook. The quality assessment of younger learners’ textbooks is, therefore, vital considering their importance as language teaching materials. In this sense, this study sets out to investigate the accordance of the vocabulary list of purposefully selected up-to-date secondary school (5th, 6th, 7th and 8th grade) English textbooks in the 2023-2024 academic year from ‘The Ministry of National Education Publishing’ approved by the Board of Education in accordance with the proficiency levels of CEFR. All the vocabulary lists of four books were subjected to a web-based analysis program called Text Inspector to determine their CEFR proficiency levels and compare the results to the intended level in the English Curriculum. The web-based program was used to analyze the English Vocabulary Profile of the books examined. According to the English Curriculum Model approved by MoNE, stage 2, comprising the 5th – 6th grades, equals A1 level (Breakthrough) of CEFR and stage 3, compromising 7th – 8th grade, equals A2 level (Waystage) of CEFR. Thus, similar material types and language functions are given to the students corresponding to their CEFR levels. The results obtained from the data show that the vocabulary above the students' intended level compromises 42,5 per cent of the total vocabulary. In 7th and 8th grade this percentage reaches 68.84 per cent. Thus, it is possible to conclude that the vocabulary in the textbooks published by MoNE is quite above the students’ comprehension skills based on the premises designated by the Ministry following the CEFR. Keywords: CEFR; textbooks; word list; English Vocabulary Profil

Video Duration and Engagement in Mathematics Instruction on YouTube: An Analysis of Content-level Moderators: Mathematics Instruction on YouTube

This study investigates how video length interacts with structural content features to shape user engagement in mathematics instructional videos on YouTube. Drawing on a dataset of 126 highly viewed Turkish-language videos, we examine engagement through three metrics: views (consumptionist engagement), likes (affective engagement), and comments (behavioral engagement). Using descriptive statistics, correlation analysis, and one-way ANOVA, we explore whether video duration varies by educational level, content focus, and mathematical topic, and whether these variations predict engagement. Findings reveal that video length alone does not significantly correlate with any engagement metric, nor does it differ meaningfully across content categories. While longer videos appear more common in secondary education and exam-focused content, these patterns do not translate into higher engagement. The study highlights the need for context-sensitive video design and cautions against one-size-fits-all assumptions about optimal length. Implications are offered for instructional content creators and future research on platform-based mathematics education. Keywords: YouTube; mathematics education; instructional video; video length; user engagemen

Navigating Psychological Dimensions in Foreign Language Education: Psychological Dimensions in Foreign Language Education

Abstract This research aims to investigate the relations among learned helplessness in learning English, foreign language anxiety, and academic achievement levels of preparatory students at a foundation university in Ankara during the 2022-2024 academic year. It also aimed to shed light on the psychological aspects of success, language anxiety and learned helplessness, addressing the o challenges in providing more effective foreign language learning in Turkey higher education level. In this study, the quantitative approach to research was adopted within a correlational model in a descriptive survey framework. A total of 142 students from different high school backgrounds participated in the current study. The instruments for data collection were the learned helplessness in English scale, the Foreign Language Anxiety Scale and the cumulative English proficiency scores of the students reflecting their performance in all four language skills. Descriptive statistics, independent samples t-tests, Kruskal-Wallis tests, and Pearson correlation analysis were among the analytical methods used in the research. Normality tests and removal of data outliers were performed to analyze the dataset. According to the research findings, a moderate level of foreign language anxiety and learned helplessness were revealed among the students. Students' achievement scores also differed significantly according to their gender: female students outperformed their male peers significantly; however, no significant gender-based differences were present on anxiety and learned helplessness. Moreover, achievement differed according to school types—the state Anatolian High School students outperformed those from private schools. The correlation analysis revealed a statistically significant positive relation between foreign language anxiety and learned helplessness, thus pointing out how much psychological barriers increase the burden in a geometric progression and contribute negatively to learning outcomes. To sum up, certain interventions that could be made, some teacher training programs, and curriculum reforms that could reduce anxiety and learned helplessness to serve the purpose of creating a supportive learning environment. In this way, the Turkish educational institutions will be capable of improving the learning results of foreign languages and setting up students for the demands of a more global world. Keywords: Foreign language anxiety, learned helplessness, achievement,  university student

Solving Peer Evaluation Dilemmas in Group Work by Optimizing Its Application Through Practice and Learning: Peer Evaluation through Practice and Learning

Interest in peer and self-assessment has increased as a result of the transition in higher education from teacher-led to student-centred learning. This paper utilises a case study to critically examine peer evaluation method in assessments, identifies its inherent challenges, and proposes solutions to enhance its efficacy and reliability using literature resources. Drawing on an applied case study from the undergraduate teaching case, this research integrates theoretical perspectives with practical insights to offer a comprehensive framework for effective peer evaluation in higher education. Main findings were as follows: Peer evaluation's effectiveness in group work is to an extent influenced by its weight in the overall grade. The 5% weight was insufficient, resulting in unequal engagement and free riding. Increasing weight may improve involvement, but it needs to be optimal to avoid over-burdening students. Challenges such as biassed evaluations, inconsistencies in marking, and fear of retaliation can all weaken reliability. Clear performance-and-outcome-centred rubrics and consistent teacher engagement and moderation are essential for guaranteeing fairness. Addressing group dynamics, cultivating a development mindset, and promoting inclusivity and quality interactions can all help to improve the effectiveness of peer evaluations by aligning them with learning outcomes and encouraging constructive collaboration