The research was conducted to explore the perceptions of gifted students towards artificial intelligence (AI) using a qualitative research method and a case study design. The study group comprised 25 students from the Selçuklu Science and Art Center during the 2023-2024 academic year, selected through affinity sampling method. Data was gathered through metaphoric forms and semi-structured interviews, and content analysis was employed for data analysis. The findings indicated that students primarily used the human metaphor when discussing AI. Themes derived from the metaphors included human similarity, potential threats of AI, and belief in the benefits of AI. Gifted students expressed concern about the potential risks of AI, while also highlighting its advantages in education. Additionally, the majority of students believed that schools would continue to operate within an AI-supported education system, although some students expressed the view that AI could make schools obsolete. According to the findings, gifted students have expressed a perception of AI as being advantageous as well as having potential risks. Consequently, the research suggests that it would be beneficial to offer specialized training to gifted students on the responsible utilization of AI within the realm of education.

Bu araştırmanın amacı Türkiye’deki denetim uygulamalarına ilişkin okul yöneticilerinin ve öğretmenlerinin görüşlerinin incelenmesidir. Araştırmada nitel araştırma modelleri arasında yer alan durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunun belirlenmesinde karma örneklem yöntemi tercih edilmiştir. Bu bağlamda araştırmanın metafor çalışmasında ve kapalı uçlu sorularla veri toplama sürecinde 2021-2022 eğitim öğretim yılında Türkiye genelindeki okullarda görev yapan 29 okul yöneticisine ve 101 öğretmene ulaşılmıştır. Bunun yanında denetim süreciyle ilgili olarak 20 okul yöneticisi ve 20 öğretmenin görüşlerine başvurulmuştur. Verilerin analizinde içerik analizi ve betimsel istatistikler kullanılmıştır. Araştırma sonucunda okul yöneticilerinin ve öğretmenlerin denetim kavramıyla ilgili olarak en fazla kontrol metaforunu kullandıkları ve bu metaforların daha çok kontrol temasında toplandığı görülmüştür. Buna ek olarak okul yöneticilerinin ve öğretmenlerin okullarda denetimi gerekli gördükleri ancak mevcut denetim uygulamalarını yeterince başarılı bulmadıkları tespit edilmiştir. Bunun yanında okul yöneticilerinin ve öğretmenlerin daha çok göreve bağlı bir denetim sistemini tercih ettikleri ortaya konmuştur. Ayrıca okul yöneticilerinin ve öğretmenlerin ideal bir denetim sistemiyle ilgili görüşleri incelendiğinde genel olarak denetimin içeriğine vurgu yaptıkları belirlenmiştir.

The impact of recent pandemics and natural disasters on societies requires a multidimensional examination. Chaos theory, which posits that small changes in the initial conditions of complex systems can lead to significant and unpredictable outcomes over time, can serve as a framework for this analysis. This study investigates the impact of the COVID-19 pandemic and earthquakes—both of which can be regarded as social problem situations within the framework of chaos theory—on pre-service teachers. This study, conducted during the 2023–2024 academic year, employed an explanatory case study design—a qualitative research approach—to explore the lived experiences of 27 students enrolled at Necmettin Erbakan University. The findings indicate that a considerable majority of participants reported a decline in motivation, encountered psychological difficulties, and recognized a lack of professional development opportunities, all of which were attributed to the inadequacies of distance education. Consequently, many students articulated feelings of insufficient preparation for the teaching profession. Due to the COVID-19 pandemic and the earthquakes of 2023, which are regarded as chaotic events in Türkiye, distance education was implemented. However, the distance education methods used by universities to maintain their educational services were generally found to be inadequate. As a result, students faced several psycho-social challenges during this period. Furthermore, research findings indicate a widespread belief among students that they lack adequate professional competencies.