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This study aims to examine English language teaching in primary and pre-school education based on the views of classroom teachers, English language teachers, and pre-school teachers. In line with this aim, the opinions of classroom and English teachers regarding ELT in primary schools, and those of pre-school and English teachers regarding ELT in pre-school education, were explored. The research employed an explanatory case study, a qualitative research design. Research questions were formulated in line with the study’s objectives, and data were collected through semi-structured interviews. The data were analysed and interpreted using the descriptive analysis method. A total of 34 teachers participated in the study, including 18 classroom teachers, 10 English teachers, and 6 pre-school teachers. Participants were selected using purposive sampling. Before preparing the interview form, the main research problem and sub-problems were identified. Open-ended questions that were easy to understand were developed to seek answers to these sub-problems. Data were gathered through interviews with teachers working in the provinces of Konya, Ankara, and Afyonkarahisar during the 2023–2024 academic year. Descriptive analysis was used for data interpretation. The findings related to the sub-problems were presented in frequency tables. Common opinions were displayed in the tables, while less frequent or unique views were included as quotations. The results indicated that classroom teachers held positive views on ELT in primary education and emphasized the importance of starting English instruction at an early age. English teachers stated that teaching English at the primary and pre-school levels had limited benefit, as content at these levels is too simple and can be taught more effectively in later years. Pre-school teachers also expressed negative views regarding ELT in pre-school settings. Based on the findings, it is recommended that discussions focus more on the extent of students’ language exposure rather than the starting age of instruction.

This research was conducted to examine the metaphors developed by 8th-grade students attending a middle school in the city centre of Konya regarding the concept of "artificial intelligence". The study group consisted of 100 students attending middle school in the 2023-2024 academic year, with 45 being female and 55 male. A demographic information form and data collection tool developed by the researchers were used to collect data in the research. In this data collection tool, there was a question where students were asked to fill in the blank space according to their own thoughts about the concept of mathematics. The sentence given was " Artificial Intelligence is like...; because...". Students were given the statement "Artificial Intelligence is like... Because..." to reveal the metaphors they have in their minds for the concept of artificial intelligence. The purpose of including the word "because" in the research is for the participants to provide explanatory reasons for the metaphors they have in their minds. The method of the study is descriptive, which is among qualitative research methods used to explain events, facts, and concepts. Qualitative research was used in the collection and analysis of the data obtained in the research. This research was conducted within the framework of the "content analysis" method, which is one of the qualitative research methods. The students involved in the research developed 26 metaphors related to the concept of artificial intelligence. These metaphors were grouped under themes by evaluating their common characteristics. These themes were categorised into 3 different categories. Among the most produced metaphors were "robot, computer, machine, and unmanned vehicle". It was found that the metaphors created by students mostly perceive artificial intelligence as a "mechanical and physical tool" through conceptual categories and lack accurate and sufficient knowledge about artificial intelligence.

As a result of the development of technology in the globalizing world, teaching Turkish to foreigners has become an area of increasing importance. It is known that Turkish TV series and movies, which have gained a significant reputation around the world today, are watched in various countries. However, it has been observed that there are few studies on the use of TV series and movies in teaching Turkish to foreigners. The main purpose of the current study is to investigate postgraduate theses prepared on the use of series and movies in teaching Turkish to foreigners. In this context, theses published digitally in the National Thesis Centre of the Council of Higher Education were analysed. The document analysis method was used in the collection of the data and the collected data were analyzed using content analysis. Postgraduate theses reached in the current study were examined under the titles of postgraduate level (doctorate/master’s), year, university name, branch of science, study subject, sample, method, data collection tool and data analysis. A total of 17 postgraduate theses, including 3 doctoral and 14 master’s theses, were reached in the current study. On the basis of the findings obtained as a result of the study, it was determined that the highest number of theses was written in 2021. The university where the highest number of theses was prepared is Bursa Uludağ University and the branch of science in which the highest number of theses was prepared is Teaching Turkish. When the distribution of the subjects of the theses was examined, the impact of TV series and movies on cultural transmission was found to be the most popular subject. It was determined that students learning Turkish as a foreign language were mostly selected as the sample and qualitative research methods were mostly used as the research method.

The present study aims to examine the perspectives of teachers working in special education and rehabilitation centers regarding the instructional methods they employ while teaching students with intellectual disabilities. Adopting a qualitative research approach, the study was designed as a case study and conducted during the 2023–2024 academic year. The participants consisted of 30 teachers working at private special education and rehabilitation centers located in Konya, Turkey. Data were collected through semi-structured interviews, and classroom observations were conducted with four selected participants to enrich the data set. The obtained data were analyzed using descriptive analysis techniques. The findings indicate that teachers consider several critical factors when selecting instructional methods, including students’ age, developmental level, type of disability, and individual performance. Rather than adhering to a single instructional strategy, the majority of teachers prefer to integrate multiple teaching methods simultaneously to address diverse learning needs. Direct instruction, modeling, and chaining emerged as the most frequently utilized approaches. Despite this flexibility, participants reported encountering various challenges related to individual differences among students, the nature of the content, and, in some cases, the selection of inappropriate methods. Furthermore, teachers emphasized the importance of aligning instructional methods with the developmental characteristics and individual conditions of their students. They also reported making adjustments to their instructional strategies when the initially selected methods were found to be ineffective. A notable portion of the participants demonstrated the ability to integrate instructional practices with appropriate assessment tools to monitor student progress effectively. In conclusion, the study underscores the significance of adopting flexible, student-centered, and multi-method teaching practices in special education settings. However, it also reveals the ongoing need for professional development and collaborative learning communities to support teachers in overcoming practical challenges and enhancing the quality of instruction for students with intellectual disabilities.