This study investigates the integration of artificial intelligence (AI) into undergraduate and graduate curricula in journalism and new media programs in Türkiye, offering a systematic analysis of course structures and content. Utilizing a qualitative research approach, this study combines document analysis and thematic content analysis to examine course catalogs, syllabi, and institutional reports from 72 universities. The findings reveal that AI education in these programs is predominantly theoretical, with courses emphasizing AI ethics, media algorithms, and the impact of automation on news production. Practical applications, such as data journalism and AI-assisted content creation are comparatively scarce. This study highlights the uneven distribution of AI-related courses across institutions, illustrating significant disparities in curriculum depth and focus. While some universities have embraced a more comprehensive AI framework, others offer minimal exposure to AI-related competencies. By systematically mapping AI course distribution across institutions, this study provides empirical insights into the gaps and disparities in AI education, offering recommendations for a curriculum compatible with digital transformation.

Social acceptance of electric vehicles is of great importance for environmental sustainability and economic development. This study aims to examine Turkish and English tweets about electric vehicles with sentiment analysis, text mining, and topic modelling techniques to reveal consumers’ electric vehicle purchasing behaviours, consumer perception and acceptance processes about electric vehicles, and social perceptions. The data was taken from the X platform, and high accuracy and F1 scores were obtained in both languages in the classification made with the deep learning-based LSTM model. The accuracy was 92.1% for English tweets and 96.7% for Turkish tweets. According to the sentiment analysis results, the perception of electric vehicles is generally positive in both languages. However, while the rate of neutral sentiment is higher in Turkish tweets, the rate of negative sentiment is higher in English tweets. This indicates that there is more criticism and debate about electric vehicles globally, while Turkish tweets have more neutral views on the subject. Word frequency analysis shows that positive comments about electric vehicles focus on economic and environmental advantages, while negative comments include concerns about charging time, battery life, and range concerns. The topic modelling identified three main themes related to electric vehicles: (1) reasons for being preferred by consumers and their purchasing tendencies, (2) the role of brands, (3) market developments and marketing strategies. In Turkish tweets, electric vehicle production, charging infrastructure, and consumer purchasing trends were at the forefront. In general, it is emphasised that charging infrastructure should be strengthened, battery performance should be improved, and costs should be reduced to accelerate the adoption of electric vehicles.

This study seeks to explore the relationship between science teachers’ computational thinking skills, collaborative learning attitudes, and their creativity in the context of sustainable education. The study adopted an explanatory sequential design, which is one of the designs used in mixed-method research. A total of 369 science teachers were included in the quantitative phase of the study. Quantitative data were collected using three different scales. These scales included the “Computational Thinking Scale”, “Online Cooperative Learning Attitude Scale (OCLAS)”, and “Creative Self-Efficacy Scale”. Structural Equation Modelling (SEM), confirmatory factor analysis, and path analysis were conducted to analyze the quantitative data. The qualitative phase of the study consisted of nine science teachers. Data were collected with a semi-structured interview form by considering the scores obtained from the scales. Qualitative data were analyzed through descriptive analysis. It was found that science teachers’ computational thinking skills and collaborative learning attitudes significantly predicted their creativity within the framework of sustainable education. As a result of the interviews conducted, it was concluded that science teachers lacked computational thinking skills. It is critical to provide teachers with guidance on how to integrate computational thinking skills into their subject areas. Science teachers’ knowledge of computational thinking skills can be enhanced, and computational thinking skills can be included in all teacher education programs.

Background/Objectives: Reading is a core cognitive ability that plays a central role in children’s brain development and academic success. This review aims to examine the neuroplastic relationship between reading acquisition and white matter development from infancy through adolescence, with a focus on implications for literacy interventions and educational planning. Methods: A systematic review of 89 neuroimaging studies published between 1998 and 2024 was conducted. Eligible studies utilized diffusion tensor imaging (DTI) or structural MRI to investigate white matter changes related to reading behavior in children aged 0 to 18. Studies were identified through comprehensive searches in Web of Science and Scopus databases. Results: Children with stronger reading abilities consistently showed increased fractional anisotropy (FA) in key white matter pathways, such as the arcuate fasciculus and superior longitudinal fasciculus, supporting phonological processing and reading fluency. Longitudinal data suggest that early exposure to literacy enhances brain flexibility and white matter organization. In contrast, children with reading disabilities, including dyslexia, often show disorganized white matter structure, but compensatory pathways may emerge through targeted interventions. Conclusions: Reading experience is associated with measurable changes in white matter development across childhood. Early and sustained literacy engagement appears to optimize neural structures for reading. These findings can inform early diagnosis and improve pedagogical strategies for literacy education. Further research is needed on the long-term neurobiological effects of reading interventions.

This study aims to examine the effect of speed reading techniques on second-grade students’ reading speed and reading comprehension levels. In today’s information age, improving reading skills is vital for academic and professional success. The study was conducted using a quasi-experimental design. The experimental group (20 students) was trained in speed reading techniques for 8 weeks, while the control group (20 students) received no intervention, continuing only with regular regular curriculum activities. The reading speed and comprehension levels of both groups were evaluated with pre-tests and post-tests using t -tests to analyze the data. The findings showed that the speed reading techniques training provided a significant increase in the reading speed of the students in the experimental group. In addition, significant improvements were also noted in the reading comprehension levels of these students. No similar improvement was observed in the performance of the students in the control group. The results of the study suggest that speed reading techniques can be an effective tool for improving reading skills, especially in early childhood. In conclusion, this study provides evidence of the positive effects of speed reading techniques on second-grade students and emphasizes the need for more widespread integration of such techniques in educational systems. This study contributes to the limited body of research examining the effects of speed reading techniques on younger age groups, particularly second-grade students. Unlike previous studies focused on middle and high school levels, this research offers new insights into how speed reading techniques can be implemented in early childhood education. Future research should aim to examine in more detail the effects of speed reading techniques on other age groups and in different learning environments.

The purpose of this study is to examine the effect of the story map method applied to fourth-grade primary school students on the students' ability to determine the main idea in narrative texts. The study was conducted within the scope of a quasi-experimental design, one of the quantitative research methods; a matched control group post-test model was used. The sample of the study consisted of a total of 80 students (experiment = 40, control = 40) studying at a public primary school in Antalya, Türkiye. The findings revealed that the students who received education with the story map method showed significantly higher success compared to the control group both at the sub-problem level and in total test scores. The high eta-squared values, in particular, ​​showed that the application has a strong educational effect. This study shows that structured strategies with visual support, such as story maps, are effective for developing the skill of determining the main idea at the primary school level.