This study aims to evaluate the potential of using ChatGPT at the primary school level from the teachers’ perspective within a sustainability framework. The research was conducted as a qualitative case study involving 40 primary school teachers in Turkey during the 2023–2024 academic year, all of whom had no prior experience with ChatGPT. Data collection tools included semi-structured interview forms and researcher diaries developed by the researchers. The data obtained were analysed using content analysis. The findings indicate that most primary school teachers believe ChatGPT is suitable for primary education and can contribute to Sustainable Development Goal (SDG) 4. Additionally, teachers noted that ChatGPT enriches the teaching process and is user-friendly. These findings suggest potential contributions to SDG 4.1 and SDG 4.2. However, concerns were raised regarding ChatGPT’s potential to provide false information, which may negatively impact SDG 4.7. The study also identified that ChatGPT is particularly suitable for mathematics, Turkish, and English courses. This study’s main contribution is that it shows how ChatGPT can help sustainable practices in primary education by getting teachers more involved and meeting specific curriculum needs. This gives us useful information for incorporating AI tools into education that is in line with SDG 4. It is recommended that training programs about ChatGPT and similar AI-supported tools be organised for teachers and parents.

The objective of the present study was to determine the views of pre-service preschool teachers on Integrated Science Technology Engineering and Mathematics (STEM) education and their tendencies about integrated STEM instruction. The study group included 35 pre-service preschool teachers. The present study, conducted as a single group research model with pre-test-post-test experimental method, was completed in 8 weeks. Semi-structured interview form developed by the authors and the "Integrated STEM Instructional Tendencies Scale" developed by Lin and Williams (2016) adapted to Turkish by Hacıömeroğlu and Bulut (2016) were used as data collection instruments. The qualitative data obtained are described with the content analysis methodology. The quantitative data were analyzed with paired sample t-test. After the implementation of the STEM education program, it was determined that pre-service preschool teachers had positive views on STEM education approach in general. Furthermore, it was determined that STEM education would encourage student to think, transform theoretical knowledge into practice, and to acquire the skills to obtain concrete products using the theoretical knowledge that they acquired in the class. The majority of the participating pre-service teachers indicated that undergraduate programs should include science, technology, engineering and mathematics courses, teachers from different fields should collaborate, and the teachers should receive STEM training.

The global education system has been significantly disrupted by COVID-19, and researchers are concerned with the impact this has had on students who have experienced learning loss. This study aims to systematically review the articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on learning loss experienced by students in early childhood during the COVID-19 pandemic between 2020 and 2023. We conducted a systematic literature review of 33 articles published in the Web of Science (WOS), ERIC and Google Scholar electronic databases between 2020 and 2023. The review found a significant increase in early childhood learning losses. In addition, the present study found an increase in inequality, while certain demographic groups experienced more learning loss than others.

This study aims to determine teachers' views on the use of ChatGPT in preschool education. The study was conducted using a case study, which is one of the qualitative research methods. In the 2023–2024 academic year, the study group consisted of 16 preschool teachers working in a province in the Eastern Anatolia Region of Turkey. The researcher developed a semi-structured interview form and used researcher diaries as data collection tools. An inductive content analysis approach described the data from the interviews with the participating teachers and the research diaries. The findings revealed that most of the teachers thought that ChatGPT was suitable for preschool education due to its potential, such as creating personalized and creative activities and suggesting games and stories. However, negative opinions about potential problems such as obtaining misinformation, technology addiction, decreased social interaction, and deriving age-inappropriate content were also identified. Teachers agreed that ChatGPT has potential in terms of language development, individual learning support, development of creativity, fast access to information, and story creation, but they also had a common opinion that it can be harmful, such as increasing screen time, reducing social interaction, and not fully supporting emotional and social aspects. For successful integration at the pre-school level, technical requirements such as tablets and computers may be needed, as well as teacher trainings, a guide on how to use ChatGPT effectively, and information for parents. School administrators, teachers, and parents should receive training about ChatGPT, as suggested.