The Turkey Century Maarif Model (TCMM) curriculum, introduced by the Ministry of National Education in 2024, represents a significant educational reform aimed at fostering individuals who are both competent and virtuous. This study critically examines the TCMM curriculum’s common text, focusing on its integration of soft skills. Employing a qualitative document analysis approach, the research identifies patterns, themes, and conceptual inconsistencies in how soft skills are embedded within the curriculum. The findings indicate that while the curriculum includes innovative elements such as systems thinking, literacy skills, and social-emotional learning (SEL), it lacks a unified soft skills framework. Soft skills are dispersed across different sections under varying terminologies, creating classification inconsistencies and conceptual ambiguities. Additionally, key competencies such as leadership, entrepreneurship, and time management receive limited emphasis, reducing the curriculum’s alignment with global 21st-century education standards. The absence of a structured assessment system for soft skills further limits the curriculum’s ability to measure and enhance students’ competency development effectively. This study concludes that although the TCMM curriculum introduces promising advancements in soft skills education, a more systematic, coherent, and assessable framework is necessary to ensure its effectiveness. Recommendations include the development of a dedicated soft skills classification, expanded coverage of critical competencies, improved conceptual clarity, and the establishment of structured assessment methodologies. These improvements would align the curriculum with international best practices and better prepare students for academic, professional, and social success. Key words: Turkey Century Maarif Model, soft skills, curriculum analysis, 21st-century education, educational reform.

This study focused on analyzing the policy functions of university councils in public university financing in Uganda. The rationale for conducting the study stemmed from the financial challenges faced by public universities, which make it difficult for them to fully execute their mandates of research, teaching, and community engagement. The study was conducted purposively among four selected public universities across the four regions of Uganda, which constituted the units of analysis. A cross-sectional research design was adopted, and data were collected using self-administered questionnaires. The study population comprised 193 respondents, from whom a sample of 168 was drawn. Data were analyzed using JASP version 0.19.3.0 software. Results were presented using means and correlation analysis, and the findings revealed that university councils’ functions positively and significantly predict public university financing (r = 0.525, p < 0.001). The study also found that university councils’ policy functions directly shape how financial resources are allocated, utilized, and accounted for in public higher education institutions. The study therefore recommends strengthening the technical expertise and governance skills of university council members through capacity building to enhance effective financial oversight. In addition, higher education institutions should align their priorities with government funding frameworks while enhancing public trust and transparency, all of which are critical for securing sustained public support and funding. Key words: Public university financing, university councils, policy function.

This study aims to explore the impact of dual learning on preschool teachers’ thriving at work and creative performance, and whether preschool teachers’ thriving at work acts as a mediating factor in the relationship between dual learning and teachers’ creative work. The participants were preschool teachers from Taiwan. Convenience sampling was used, resulting in a sample size of 388 people. The study results found that preschool teachers' dual learning, which includes both exploitative and exploratory learning, can improve the novelty and usefulness of their work and creativity. Furthermore, the study found that preschool teachers' thriving at work mediates the relationship between dual learning and creativity. This study also discovered that dual learning should combine and complement both exploitative and exploratory learning to achieve balance and the most significant effect. Therefore, it is essential to first help preschool teachers engage in both exploitative and exploratory learning. Schools and kindergartens can also provide relevant courses to help teachers combine these two learning methods. By integrating and complementing their advantages and disadvantages, a balance in learning can be achieved, thereby promoting teachers’ creativity in their work.   Key words: Dual learning, thriving at work, creativity.

Sports and Physical Education (SPE), like any other discipline, contributes to students’ education. These students, for a good acquisition of teaching content, should be invited to take notes of the theoretical and technological knowledge conveyed by Physical and Sport Activities (PSA), subject of teaching. This quantitative and qualitative study aims to identify the usefulness of the implementation of theoretical knowledge and note-taking of the information taught in the training of students in Physical Education classes at the secondary school level. To achieve this objective, certain key concepts from The Anthropological Theory of Didactics by Chevallard were employed. In accordance with this theoretical framework, a methodological approach was adopted that focuses on administering questionnaires to students in the second cycle. These students meet the criterion of regular attendance at physical education courses in two secondary colleges. This approach includes recording three sessions of physical education courses and conducting interviews with each teacher at the course's conclusion. The results indicated that the students do not have a favorable relationship with the theoretical knowledge transmitted in PE during the practice of the different Physical and Sports Activities (PSA). This is due to the fact that the teacher does not focus the student's attention on what he or she has really learned and what he must retain in order to facilitate the practice of the different Physical and Sports Activities. To summarize, the essential finding derived from this study was that students in PE would greatly benefit from an introduction of theoretical courses combined with written documentation of the pedagogical information provided. The integration of both elements could foster the development of citizens who are proficient both physically and intellectually.   Key words: Physical and sports activities, physical education practice, note-taking, theoretical knowledge.

Since artificial intelligence (AI) is extensively used in the field of education, it presents various opportunities in teaching and learning. In education, AI is chiefly used to impart knowledge, stimulate comprehension, heighten intelligence, and is treasured as support in learning. It is also instrumental in empowering and inspiring students. The emergence of AI also has a positive impact on inclusive education. Because these technologies can potentially transform teaching and learning, it is important to understand how they can be used to further support inclusive education. This non-empirical research analyzed some advantages and challenges of incorporating AI in teaching and learning and highlighted how it influences inclusion. Based on the literature, some of the advantages of AI are improved performance of students, motivation, and encouragement of students. This review also identified some challenges associated with the use of AI for inclusive education, such as technological difficulties, poor connectivity, pedagogical issues, and limitations of the database. Some recommendations are proposed to address these challenges. This research can assist educators, parents, students, government officials, and policymakers in making proper decisions on the effective use of AI and inclusion.   Key words: Artificial intelligence, new technologies, inclusive education, inclusion, diversity, equity, equality.

Starting from early childhood, children require proper guidance for their spiritual, physical, and mental development, as well as for fostering awareness of digital environments and achieving academic success.Classroom teachers play an important role in helping students become aware of digital environments and acquire effective digital literacy skills. The data of this study, which was conducted to examine the perceptions of classroom teachers about their own digital literacy, were collected using a semi-structured interview form consisting of 4 open-ended questions. The study group for the research was determined using the criterion sampling method, which is one of the purposeful sampling methods. It consists of 40 primary school teachers who worked in a primary school during the 2023 to 2024 academic year and have taught 1st, 2nd, 3rd, and 4th grades during their tenure. The "semi-structured interview form" developed by the researcher was utilized as the data collection tool. The content analysis method was employed to analyze the qualitative data obtained. According to the findings of the research, classroom teachers express the definition of digital literacy as the ability to utilize digital tools for various purposes, access information using digital tools, and produce digital content. Additionally, it is noted that the purposes of utilizing digital tools in the classroom environment include capturing students' attention, engaging different senses, and maximizing time effectively. Regarding the problems encountered in the use of digital tools in the classroom environment and their solutions, teachers stated that they update the application when they experience software problems, restart the computer when it freezes, and request technical support when the internet connection is interrupted.To support digital literacy in the education system, it was emphasized that teachers' development should be supported, technological infrastructure and hardware in education should be strengthened, and applied digital learning environments should be created.   Key words: Literacy, digital literacy, technology, digital technology.

E-learning presents a significant opportunity for developing countries to rapidly increase the availability of higher education to their population. However, e-learning is not widely adopted in many developing countries such as Nigeria. This study aims to advance our understanding of the determinants of elearning adoption by examining the factors influencing e-learning adoption intentions among academic staff in higher education institutions in Nigeria. Applying the decomposed theory of planned behavior and using sample data collected from 188 respondents, the findings of the study demonstrate that elearning beliefs are significant factors that indirectly influence e-learning adoption. This study extends our understanding of the determinants of e-learning adoption and provides valuable cues to managers of higher education institutions that will aid their e-learning adoption efforts.

It is known that a significant portion of the world's child population is gifted. Studies on the applications that can be used in the education of these gifted students have been given importance in recent years. In this study, the effect of differentiated instruction method on mathematics problem solving attitude and critical thinking skills of gifted students at primary school level was examined. The research is a pretestposttest one-group quasi-experimental study. The study group consisted of five elementary school students diagnosed as gifted in Antalya/Turkey. "Mathematics Problem Solving Attitude Scale" and "Critical Thinking Scale" were used as data collection tools. The study continued for eight weeks, three hours a week. Throughout the study, problem solving instruction with differentiated method was carried out by the researcher. Within the scope of the study, quantitative data were analyzed using SPSS statistical package program. There was a significant difference between the pre-test and post-test of the mathematics problem solving attitude and critical thinking scales in the students. According to the results, it was concluded that there was a significant difference in the participants after the application. Therefore, it is possible to mention that individualized and differentiated education should be included in the mathematics problem solving attitude and critical thinking skills of gifted students due to its positive effect.

The study investigated the effects of motivation on the performance of Junior Secondary School teachers in Bo district, Southern Sierra Leone. It adopted a descriptive research design to collect data on a sample size of 298 teachers. The descriptive statistics analysis revealed that the performance of teachers was high; this implies that teachers rated their performance as of a high standard. They indicated that most teachers are not fulfilling their role as guidance counselors in the schools. On the other hand, over 80% of JSS teachers in Bo district, stated that they did not want to be teachers. Demotivation is a major debilitating factor in teachers' work performance, and the government needs to take motivating programs seriously to encourage and improve teacher performance. Areas such as school and pupil discipline, teacher performance, pupil attendance, community and parent participation in school activities, as well as the respect and dedication of the students, should be rewarded to serve as motivation. Parents and teachers could take legal actions against the government in International Courts of Human Rights related to education to improve their motivation so that performance can be of better quality. The action can be taken internally using the functions of the Public Ministry in defending the rights of minorities, in case the government decides not to respect the constitution. Pupils could also support the teachers and leaders through protests to seek the attention of civil society and local government for better motivation that could accelerate the quality performance of teachers.

This bounded case study illuminates the planning, delivery, and evaluation of early childhood professional development sessions conducted by the educational experts with a Zimbabwean nonprofit organization in response to a need for professional development for early childhood teachers. Ethnographic and grounded theory methods were used by participant observers to collect and analyze data, including observational notes taken during the planning, delivery, and evaluation of the training as well as professional development materials and exit surveys completed by the participants. Results include lessons learned by the non-profit organization, participating teachers and headmasters. The teachers and headmasters revealed that the professional development opportunity supported their daily work, made them think of other innovative approaches to teach with limited resources, and enhanced their capacity to create a quality classroom experience for students. For the non-profit organization, developing a curricula that is directed at continuous professional development of early childhood teachers in rural communities was seen as critical in order to bridge the divide between rural and urban preschool centers. These findings may help inform the planning, delivery, and evaluation of professional development conducted in partnership with international collaborators.