This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023–2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The “Artificial Intelligence Awareness Scale”, developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.

This research investigates the effects of listening to music on psychological resilience, physical strength performance, and motivation in sports activities, emphasizing the mental health of active athletes participating in international competitions in the Turkish Republic of Northern Cyprus (TRNC). In this study, a quantitative survey model was used. The study’s sample group consists of 344 athletes (169 female athletes and 175 male) from TRNC who participate in international competitions. Data were collected using a “Personal Information Form,” and the “Impact of Music in Sportive Activities Scale (IMSAS),” consisting of 18 items under the three sub-dimensions, developed by Karayol and Turhan (2020). The data were analyzed quantitatively using SPSS 26.0. Independent samples t-test and one-way ANOVA were used for comparisons between groups of participants based on different independent variables. In cases where significant results were obtained from ANOVA, Bonferroni tests were used for post hoc analysis. In this study, the relationship between the participants’ gender, type of sport, years of sport experience, and the effects of listening to music in training on their psychological resilience, physical strength performance and motivation were examined. A significant difference was found in the variables of gender and years of sport experience depending on the participants’ listening to music before, during, and after the activity. According to the gender variable, significant differences were found in the physical strength and performance and psychological resilience sub-dimensions during both the pre-activity and during-activity phases. In the post-activity phase, significant differences were observed across all three sub-dimensions: motivation, physical strength and performance, and psychological resilience. In terms of years of sports experience, significant differences were identified in all three sub-dimensions during the pre-activity phase. During the activity, significant differences were found in the motivation and physical strength and performance sub-dimensions, while in the post-activity phase, a significant difference was observed only in the psychological resilience sub-dimension. There were no statistically significant differences across the three sub-dimensions— (motivation, physical strength and performance, and psychological resilience) based on sport type in relation to whether participants listened to music before, during, or after the activity.