Current advances in academic research stem from two main sources: artificial intelligence technologies and the specific field of generative artificial intelligence. However, the ethical use of these technologies and their implications for academic integrity has not been sufficiently investigated. Therefore, this research examines the ethical use of artificial intelligence technologies and Generative Artificial Intelligence in academic research. It focuses on the current field conditions, detection of research trends, and critical gaps. The study uses a combination of bibliometric and thematic content analysis methods to examine the methodological framework of AI, GenAI, and academic integrity from an interdisciplinary perspective. The research reveals that GenAI integration speed has accelerated across all research stages, including academic writing, literature review, data analysis, and hypothesis development. The study also identifies risks such as biased algorithms, plagiarism risk, false information production, and potential damage to academic integrity. The research ethics approaches developed by academic institutions and journals have not reached maturity in the context of AI. Future research on GenAI within academic processes requires forming ethical principles integrated with oversight systems and policy frameworks.

With the acceleration of digital transformation in education, this paper examines how blockchain is being framed as a governance solution for trust, transparency, and decentralization. Using a hybrid bibliometric and thematic analysis of 93 Web of Science and Scopus publications, the study maps publication trends, leading outlets, author networks, and conceptual clusters. We analyze co-authorship networks, keyword co-occurrence patterns, and conceptual structures using VOSviewer version 1.6.19 and the R-based Bibliometrix package. Then, we apply qualitative coding to offer a more profound interpretation of governance stories. Findings show that blockchain in educational governance is predominantly positioned through techno-managerial lenses—focusing on secure credentials, tamper-proof records, and efficiency—while critical perspectives on power, equity, and participation remain limited. Global North institutions and computer science–oriented venues dominate the field, with little engagement from Global South contexts or educational leadership scholarship. The paper concludes by proposing a research agenda that reimagines blockchain not as a neutral tool, but as a socio-technical assemblage that must be interrogated through equity-, ethics-, and community-centered frameworks.

Diversity has a strong impact on organizations and society. With the increasing influence of diversity in social systems, diversity management in educational settings has become one of the most crucial components of modern education systems. The strategies determined in diversity management aim to recognize the various individual differences among teachers and students, such as cultural, ethnic, linguistic, gender, learning styles, and abilities, and to effectively integrate these differences into educational processes. These strategies are built upon the principles of equality, social justice, inclusivity, democracy, and intersectionality in education. It is believed that the management paradigm constructed on the foundational principles of diversity management will not only focus on academic success but also contribute to enhancing the resilience, cultural awareness, and adaptability of individuals.

The establishment of a social justice framework within Turkish educational institutions cannot rely solely on administrative regulations. The phenomenon of systemic inequalities within educational institutions persists, often manifesting insidiously and unperceived by the majority. The insights of educators are paramount for elucidating the manifestations of social justice within the context of educational praxis. The objective of this paper is to understand how teachers comprehend socially just school leadership approaches to the decision-making process of school administrators, resource distribution, and the development of a positive school climate. The present study is an examination of leadership blindness. Discourse has shifted from addressing individual deficiencies to recognizing the constraints imposed by the nature of the position within the social justice consciousness. The demands of accountability, management, and bureaucracy have been shown to have a detrimental effect on educators’ commitment to classroom instruction over time. Consequently, microlevel inequities may not be readily apparent to teachers, whose professional activities primarily occur during daily interactions with students. A qualitative case study design was employed, and content analysis was utilized to examine semi-structured interviews with fifteen teachers in Turkiye. The extant evidence suggests that administrators are institutionally bound to address the various needs and tend to implement social justice in a superficial manner, especially in the equitable distribution of resources and cultural responsiveness. The teachers indicated a perceived deficiency in leadership awareness regarding justice-oriented practices, which indirectly contributes to passive resistance. The present document is firmly rooted in the Turkish educational environment. Within this context, it offers a nuanced perspective on the interplay between reformist discourse and the systemic perpetuation of inequalities through the apparatus of leadership. It is imperative to underscore the necessity of transformative, inclusive, and critically informed school governance.

Teacher retention is about more than labor churn — it affects educational quality, continuity and equity. According to the OECD, in many countries a third of teachers leave within five years of beg...