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.

Introduction: Mathematics anxiety is a persistent barrier to effective learning, particularly in primary education. Understanding how this phenomenon has evolved in academic literature can help guide educational strategies and psychological interventions. This study aims to explore trends and key themes in research on mathematics anxiety in primary school students over a 45-year period.Methods: A bibliometric analysis was conducted using data retrieved from the Web of Science (WOS) and Scopus databases. The study included 404 articles published between 1979 and 2024. The analysis was performed using the RStudio environment with the Biblioshiny package. The research process involved study design, data collection, statistical analysis, data visualization, and interpretation.Results: Findings indicate that research on mathematics anxiety in primary school remained limited for several decades but has gained substantial attention in recent years. The field demonstrates an interdisciplinary nature, with contributions from both psychological and educational research domains. Key authors, journals, institutions, and countries contributing to the field were identified, highlighting global academic interest.Discussion: The results suggest a growing scholarly focus on the effects of mathematics anxiety, including how cognitive, emotional, and social factors contribute to its development and management. The interdisciplinary expansion reflects a deeper exploration into individual differences and their role in mathematics learning. These findings underscore the need for continued integrated research in addressing mathematics anxiety at early educational stages.

This study aims to adapt the Artificial Intelligence Literacy Scale translated by Wang et al. (2023) into Turkish and create a scale suitable for assessing the artificial intelligence literacy of pre-service teachers. The study used the survey method within the scope of the quantitative method. The sample of the study consisted of 440 pre-service teachers from a state university in the Eastern Anatolia Region of Turkey. The original scale consists of 12 items, 4 factors, and a 5-point Likert-type structure. In the first stage, we conducted translation studies to assess the language validity of the adapted scale. Then, the data collected from the part of the sample determined for EFA (Exploratory Factor Analysis) were analyzed. The results show that the adapted scale preserves the original scale structure. The data collected from the part of the sample designated for CFA (confirmatory factor analysis) was also analyzed. The results of the analysis show that the scale has acceptable and good-fit indices. In terms of reliability, Cronbach Alpha reliability coefficients show that the scale has a reliable structure. The results of the analysis indicate that the scale adapted into Turkish has a valid and reliable structure.

The aim of this study is to determine teachers’ views on integrating sustainable artificial intelligence use into classroom teaching processes. The study was conducted using a qualitative research approach and adopted a case study design. The study group consisted of 38 teachers who were selected using maximum diversity sampling, who currently use AI, and who participated in a 4-week structured “Sustainable AI Training Program.” To ensure methodological triangulation, data were collected through semi-structured interviews, researcher diaries, and participant diaries and analyzed using inductive thematic content analysis. According to the analysis results, some findings reveal that teachers considered filtering AI tools through a pedagogical filter centered around the question “Is it really necessary?” rather than using them directly and intensively. Furthermore, digital minimalism was adopted in classroom practices, along with the use of a single, optimized prompt instead of trial-and-error queries, the practice of archiving and reusing generated content, and a shift toward low-tech alternatives. It was determined that teachers would adopt digital minimalism in classroom practices, aiming to serve as role models for sustainable use by bringing the hidden environmental costs of technology into the learning process and fostering eco-digital citizenship awareness among students. Consequently, AI integration has evolved from a technical decision into a pedagogical redesign process encompassing ethical and ecological dimensions.