The rapid development of educational technologies requires a deeper understanding of pre-service teachers’ readiness for artificial Intelligence and the extent to which their professional self-efficacy beliefs influence this process. Although the integration of emerging technologies has gained increasing attention, the relationship between technological competence and professional confidence among pre-service teachers remains underexplored. This study aims to investigate the interplay between pre-service teachers’ readiness for artificial intelligence and their professional self-efficacy. An exploration sequential mixed method design was employed, beginning with a quantitative phase involving 293 pre-service teachers, followed by a qualitative phase to capture deeper insights. Findings revealed that pre-service teachers demonstrated an elevated level of readiness for artificial intelligence and positive self-efficacy beliefs, yet no meaningful relationship emerged between the two variables. The results suggest that professional self-efficacy and technological readiness are influenced by broader contextual and pedagogical factors rather than functioning in a straightforward manner. In the qualitative phase, participants highlighted both opportunities and challenges related to the use of artificial intelligence in primary education. While many emphasized its potential to support personalized learning, reduce workload, and enhance student adaptability, concerns were raised about ethical implications, risks to social-emotional development, cultural values, digital literacy gaps, and infrastructural limitations. The study underscores the necessity for teacher education programs to extend beyond technical training by incorporating pedagogical, ethical, and cultural dimensions to prepare pre-service teachers for meaningful integration of artificial intelligence into educational practice.

This aims to determine the formation of primary school children’s speech skills in interdisciplinary communication in learning environments in learning environments and verify the effectiveness of a methodology for the improvement of speech skills in interdisciplinary communication in learning environments in learning environments. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication in learning environments in learning environments. Experimental method was used in the study. There were two groups including experimental and control groups. The experimental study involved 113 third-grade primary school children. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication in learning environments consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren’s speech skills in interdisciplinary communication in learning environments in learning environments are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, it can be revealed that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. This study revealed that systematic work is needed to form primary school children’s speech skills.   Keywords: Speech skills, interdisciplinary communication in learning environments, primary school.

The general aim of this study is to determine the knowledge levels of university students on distance education and the Google Meet application programme. The descriptive method was used in the research. The research was carried out in the spring term of 2020–2021, and consisted of 462 volunteer university students studying in the field of computer engineering at various universities in the Marmara region of Turkey. In order to determine the information of the participants, a measurement tool called ‘distance education platforms’ was used, which was developed by the researchers; the measurement tool was collect-ed from the students with the help of an online questionnaire. The raw data obtained from the measurement tool were analysed with the SPSS programme and categorised to reveal their understanding levels. Based on the findings, it has been determined that although digital natives have good views on today’s distance education and Google Meet topics, the level of understanding of the related concepts is quite high.

Digital generation and digital native concepts have become today’s terms. Along with technological developments, it is important to look at the changes with technological tools in the education process. Identifying innovator technologies used in the education process will contribute to future research. In this context, the aim of this study is to examine the documents related to the opportunities of innovator technologies in education scanned in the Web of Science database thematically and methodologically. In order to achieve this aim, a case study, one of the qualitative research methods, was adopted. In the selection of the articles included in the study, the sample was not determined and it was aimed to reach the whole universe. In this context, the documents in the Web of Science database were accessed through the library system of the university. While scanning the documents, the keywords ‘education’ and ‘technology’ were searched in all fields, and the keyword ‘innovator’ was searched within the title and all studies were found. The findings obtained from the research are explained in detail with the content analysis method. The research findings reached 505 documents. As a result of this research, it was concluded that the most work was carried out in 2016. It was concluded that the first study was carried out in 2004. With regard to the document type of the published studies, the most were proceedings papers (138). In the field of visual arts, the field in which the teachers’ work related to technology was mostly carried out was Education and Educational Research (119). The language most used was English (162). Keywords: Innovative approach, technology, education, educational opportunity;

The purpose with this mixed-methods research was to examine students’ success in using artificial intelligence. The research sample consisted of 50 first-grade primary school students, 239 parents, and 25 primary school teachers studying in Almaty, Kazakhstan. A descriptive analysis technique was used to analyse the qualitative data. Findings are explained in themes. As a result of the research, it has been observed that parents’ attitudes towards their children’s use of technology were high. Most primary school teachers who participated in the research stated that students were interested in artificial intelligence, they supported the use of artificial intelligence technologies to some extent, and they found the students partially successful in this regard. Students participating in the research defined artificial intelligence as technology, computers that think like humans, smart machines, entertaining and educational computer content, robots that obey given commands, and technological devices that make life easier. Most students stated that they liked using artificial intelligence and that they found themselves somewhat successful in using artificial intelligence.

The research examines the effects of critical thinking instruction on preschool children aged 5–6 years regarding their cognitive activities. The study employed a quasi-experimental approach in three Astana preschools in Kazakhstan to work with 120 children who formed equal experimental and control groups. The experimental group received structured lessons that included problem-based tasks, collaborative discussions, and reflective questioning. The researchers used the Cognitive Activity Map and argumentation tests to assess cognitive and metacognitive development in the participants. The experimental group demonstrated substantial growth in analytical reasoning, initiative, and reflective thinking abilities, while their high cognitive activity levels increased from 12% to 50%. The research demonstrates that critical thinking pedagogy leads to significant improvements in young children’s independent thinking abilities and their capacity to handle complex mental operations. The research highlights the need to implement these pedagogical approaches in preschool curricula and training programs to enhance children’s readiness for formal education.