Türkiye, while experiencing migration from neighboring Syria, is aware that meeting only the basic needs of children will be insufficient for refugee children to look to the future with hope without lost generations. Education is an important issue that needs to be emphasized in order to protect refugee children’s right to education and to ensure that they can continue their lives as skilled individuals in the future without moving away from the origin of the society. In doing so, efforts to school refugee children are supported and the impact of civil society organizations on the process is observed. This study deals with the educational policies implemented for Syrian students who came to Türkiye as a result of the civil war and the cooperation with international institutions and organizations. This study, which employs a review design, reveals Türkiye’s educational policies toward Syrian students during the Syrian civil war and draws attention to the importance of education in the integration of refugees into Türkiye. It has been concluded that there is a lack of integration between Türkiye’s migration and education policies, that projects introduced as temporary solutions face significant challenges in becoming permanent, and that non-governmental organizations [NGOs] need to assume a more active role within these processes. Implementing these recommendations would contribute to a more inclusive, equitable, and sustainable education system capable of addressing the long-term needs of Syrian refugee students and promoting social cohesion within Turkish society.

The purpose of the study is to determine the opinions of social studies teacher candidates regarding future literacy and sustainability literacy. A phenomenological design, a qualitative research method, was used in the study. The study was conducted with 25 prospective teachers, 16 women and 9 men, enrolled in the 4th year of the social studies teacher training program at a state university in Türkiye during the 2024-2025 academic year. Maximum variation sampling, a purposive sampling method, was used to determine the study group. Data were obtained through a semi-structured interview form. The research data were evaluated through content analysis using a qualitative data analysis program. The research results showed that prospective social studies teachers expressed the concept of sustainability using the concepts of infinity and continuity, defined sustainability literacy as sustainability knowledge, skills, attitudes and competencies, and respect for the right to life of living beings, and considered sustainability literacy skills important in terms of creating social sustainability awareness and leaving a liveable world for future generations. The study concluded that prospective teachers defined the characteristics of a sustainability literate individual as being aware of sustainability and using limited resources correctly and suggested that activities should be conducted to instill environmentally friendly habits in order to acquire sustainability literacy skills, and that teachers should serve as role models. The research suggests that sustainability literacy skills should be taught to individuals at all levels of education, starting from an early age.

The changing conception of education with the constructivist approach has remarked different roles and domains of responsibility for teachers. In this context, it has become very significant for teachers to be supported with contemporary supervision practices that enable them to improve their professional development and instructional skills in order to adjust to the changes that have emerged in today’s education system. This study focuses on the cognitive coaching approach from contemporary supervision practices and aims to discover whether cognitive coaching approach can be used as a functional source in the development of instructional skills of English teachers. Within this scope, a fourteen-week Cognitive Coaching training program was implemented for fifteen English teachers working at different levels in a private school in Çanakkale during the fall semester of the 2022-2023 academic year. This research is a single case study based on a pre/post-test design and an embedded mixed method involving both qualitative and quantitative analysis was used as the research method. The database of the study was structured through the “Self-Assessment Tool for Post-Lesson Reflection” used as a quantitative data collection tool and audio recordings of individual interviews with the coach, video recordings of lessons taken from each teacher and data obtained with the cognitive coaching training evaluation form used as a qualitative data collection tool. The results of the research indicate that cognitive coaching is an effective source in the development of teachers’ instructional skills and suggest that cognitive coaching can be used as a powerful supervision tool.

The aim of the study is to examine primary school teachers’ perspectives on the ethics of artificial intelligence [AI] in education in depth. The research was conducted using a phenomenological design. The study group consisted of 62 primary school teachers working in Türkiye. Data were analyzed using an inductive content analysis approach, allowing themes and categories to emerge directly from the participants’ responses. The results indicate that teachers recognize both the potential benefits and challenges of AI in classroom settings. Participants highlighted concerns regarding ethical risks, the need for effective control and oversight of AI tools, precautions against technical problems, and the impact of security vulnerabilities on student data. Teachers also emphasized the importance of ensuring privacy, fairness, and equal opportunities in AI-supported education, as well as informing stakeholders about AI decision-making processes. Furthermore, the results underscore the necessity of establishing clear ethical rules and assigning accountability for AI errors. These insights provide a comprehensive understanding of responsible AI implementation in educational contexts and offer guidance for policymakers, administrators, and educators aiming to integrate AI technologies in ways that enhance learning while upholding ethical and security standards.

Exponential and logarithmic functions occupy an important place in both real-world modelling and mathematics curricula, as they are used to represent processes such as growth, decay, change, and scaling. Although the concept of the logarithmic function is a fundamental topic in secondary and undergraduate programmes, it is frequently reported as an area in which students and pre-service teachers experience conceptual difficulties. Given that pre-service teachers will eventually assume responsibility for teaching this topic, examining their understanding of the concept of the logarithmic function is particularly important. This qualitative study aims to investigate pre-service mathematics teachers’ understanding of the concept of the logarithmic function. The participants were five pre-service secondary mathematics teachers enrolled at a public university during the spring semester of the 2024-2025 academic year. The study was conducted as a case study. Data were collected through a researcher-developed interview form consisting of four open-ended questions under three categories: (i) the definition and properties of logarithmic functions, (ii) graphs of logarithmic functions and related features, and (iii) connections between logarithmic functions and real-world contexts. Semi-structured interviews were conducted, and the data were analysed using content analysis by coding participants’ statements into subcategories. The findings indicated that participants had difficulty expressing the defining conditions of logarithmic functions accurately and consistently, tended to interpret logarithmic graphs mainly as increasing, and associated real-world contexts largely with the earthquake magnitude scale. In line with these findings, learning environments should be designed to enhance pre-service teachers’ understanding of the concept of the logarithmic function.