Contemporary Education Research Articles

Message from Editor

Dear Readers,It is the great honor for us to publish sixth volume, fourth issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Impact of authentic context in teaching English, perceptions of children about the concept of pets, examination of humans and animals in terms of attachment theory, examining school variables and PISA math achievement results, co-authorship networks and institutional collaboration and mental lexicon and the selection of lexical nodes topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of seventeen (17) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief

Message from Editor

Dear Readers,
 
 It is the great honor for us to publish 8th Volume, 1st Issue of Contemporary Educational Researches Journal (CERJ). The journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.
 
 A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.
 
 Aim of this issue is to give the researchers an opportunity to share the results of their academic studies. There are different research topics discussed in the articles. For example, Agathe Merceron, Jean-Michel Adam, Heike Ripphausen-Lipa and Petra Sauer, Daniel Bardou carried out a study on enhancing and integrating employability of students for IT. In addition, Hanan Arnous and Zalpha Ayoubi discussed learning environment in the undergraduate chemistry laboratory courses in Beirut. Murat Tekin, Busra Akbay and Yavuz Selim Din investigated the students’ level of motivation and creativity studying at School of Physical Education and Sports. Kenan Ozberk and Gulsun Atanur Baskan provided a review for the criteria and training for the position of school leadership in the United States of America and the Turkish Republic of Northern Cyprus. Lastly, Kovalcikiene Kristina and Daukilas Sigitas examined vocational teachers’ personality, career calling and the aspects of teaching quality.
 
 The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2018 Volume.
 
 I would like to present many thanks to all the contributors who helped to publish this issue.
 
 Best regards,
 
 Assoc. Prof. Dr. Deniz Ozcan 
 
 Editor – in Chief

Message from the Editor

Dear Readers,
 It is the great honor for us to publish Volume 8, Issue 3 of Contemporary Educational Researches Journal (CERJ). The journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.
 A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.
 Aim of this issue is to give the researchers an opportunity to share the results of their academic studies. There are different research topics discussed in the articles.
 The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2018 Volume.
 I would like to present many thanks to all the contributors who helped to publish this issue.
 Best regards,

Message from editor

Dear Readers,It is the great honor for us to publish 7th Volume, 4th Issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal (CERJ) welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.A total number of seventeen (17) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. Aim of this issue is to give the researchers an opportunity to share the results of their academic studies. There are different research topics discussed in the articles. For example, Azis Pollozhani and Mentor Hamiti presented a case study of Macedonia and discussed social learning as a Europeanisation tool. In another study, Brikena Xhaferi examined the impact of quality teaching on student achievement. In addition, Emine Zendelli mentioned about the right to education as a fundamental human right and tried to respond to questions on the observance of this right and whether it has been limited. Mohamad Behroozi carried out a study in order to evaluate the quality of professors’ teaching process based on students’ view and professors of Persian Gulf University. Finally, Anna Vintere discussed implementation of the education for sustainable development strategy in mathematics education through stakeholder cooperation.The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.I would like to present many thanks to all the contributors who helped to publish this issue.Best regards,Assoc. Prof. Dr. Deniz OzcanEditor – in Chief

Editor message


 Dear Readers, 
 It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal. 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration. 
 A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
 A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
 Best regards,
 Prof. Dr. Gulsun Atanur Baskan
 Editor – in Chief

From the Editor

Message from EditorDear Readers,It is the great honor for us to publish sixth volume, third issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Improving the quality of higher education, teacher training, views of university students on internet addiction, teachers’ views on contemporary society and comparing professional education and general education topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of thirteen (13) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief

Editor message

Dear Readers,
 
 It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
 
 The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
 
 A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
 
 Best regards,
 
 Prof. Dr. Gulsun Atanur Baskan
 
 Editor – in Chief

The Dynamics of Academic Buoyancy in Contemporary Education

The study aims to explore the dynamics of academic buoyancy within contemporary education, focusing on how it influences educational outcomes, the mechanisms behind its development, and effective strategies for fostering resilience among students. This narrative review synthesized findings from empirical studies, theoretical papers, and case analyses published between January 2000 and December 2023, using an exhaustive search across multiple academic databases. The selection criteria focused on studies discussing academic buoyancy in K-12 and higher education settings, with thematic analysis used to identify key themes. Research identified predictors of academic buoyancy, such as academic self-efficacy and lower levels of test anxiety, and examined its mechanisms, including its role in students' emotional and cognitive responses to academic challenges. The outcomes of academic buoyancy were found to include enhanced academic performance, engagement, and psychological well-being. Academic buoyancy plays a critical role in students' educational experiences, influencing their ability to navigate academic challenges. Future research should delve deeper into its mechanisms and outcomes, with educational practice incorporating strategies to foster resilience and adaptability among students across diverse settings.

MODERN STANDARDS OF HIGHER EDUCATION PEDAGOGY: ХХІST CENTURY LEARNING

B a c k g r ou nd . Modern standards of pedagogy in higher education prioritise student-centred approaches, integration of technology, active learning, personalised learning, critical thinking, collaboration and creative problem solving. These skills are essential for students to navigate an increasingly complex and interconnected world. Instead of focusing solely on memorisation and rote learning, educators encourage students to analyse, evaluate and synthesise information. They provide open-ended problem-solving opportunities that allow them to think critically, approach problems from different angles, and develop innova- tive solutions. By seamlessly integrating technology into the learning process, educators create dynamic and interactive learning environments that accommodate different learning styles and promote digital literacy skills. Purpose and objectives. To outline the trend in contemporary pedagogy in secondary schools that embraces learner-centred approaches that prioritise active learning and personalised learning. Emphasise the effectiveness of active learning methods, such as group discussions, practical experiments and project-based learning, which encourage students to become active participants in their learning. Demonstrate that these methods will foster deeper understanding, critical thinking skills and creativity as students apply their knowledge in real-world settings. Re su lt s . Student-centred approaches, such as active learning and personalised teaching, promote engagement, critical thinking and creativity, empowering students to take ownership of their education. Collaborative skills are developed through group projects and discussions, preparing students for life in a globalising society. C onc lu si on s . Modern assessment strategies emphasise flexibility and adaptability, using performance-based assess- ment and continuous feedback to evaluate student learning. In general, modern pedagogy in secondary schools aims to educate ХХІst century learners, equipping them with the necessary skills to succeed in a constantly changing world.

Theater Games and Stanislavski's System: A Study on the Origins of Viola Spolin's Theatrical Education

This study investigates the relation between Viola Spolin's methodology of theatrical education and Konstantin Stanislavski's. It elucidates major similarities and differences between Spolin's theater games and Stanislavski's system in more detail than previous research. This investigation belongs to a research project on the origins of Spolin's games, which have been widely adopted in contemporary education. The present study reveals that Spolin shared several essential ideas with Stanislavski: the application of improvisation to theatrical training, the objection to director-centered production, the emphasis on intuition and spontaneity in the creative process, the evocative function of the theatrical situation/circumstances, the value of emotion and memory for creation, and the concept of energy exchange in theatrical communication. In addition, she introduced several games highly similar to the exercises in Stanislavski's system, for example, Exposure, Space Objects, Gibberish, and No Motion Warm-Up. Spolin presumably adopted, directly or indirectly, at least some of the key concepts and exercises from Stanislavski's theatrical works. However, she refused some aspects of Stanislavski's system: the teacher's privilege of approval/disapproval, the strong emphasis on imagination, the psychological view of emotion and memory, and the inhibition of direct communication between actors and the audience. Instead, Spolin developed several unique ideas for theatrical education, for instance, teachers as fellow players, contact as a way to get out into the theatrical environment, body memory as opposed to mental retention, and audience members as fellow players. The results of this study thus provide the insight that Stanislavski's system had a more profound influence, whether as a positive or negative model, on Spolin's theory and practice than as illustrated by previous studies. In this way, the present study casts light upon a significant phase of the history of theatrical methods in education and contributes to a better understanding of the characteristics and underlying philosophy of theater games.

Applicability of the model of inclusive education in early childhood education: a case study.

Despite the development of policies and research supporting it, inclusion remains a challenge in contemporary education. We have developed a theoretical model for implementing inclusive education, thereby supporting early childhood education quality. It is necessary to establish the applicability of this model in order to apply it to improve the practices for adopting inclusive education. We conducted a case study, which showed that all levels and key characteristics of the theoretical model were also relevant in practice. However, as a result of the case study, the features describing the key characteristics were modified compared with the initial model. Additionally, the case study revealed that some of the features did not appear in practice. Those undetected features were mostly related to understanding the concept of inclusive education and the philosophy of inclusion. There appeared a need for a clearer understanding of inclusion on both the institutional and state level. The implementation of inclusive education does not in itself always increase inclusion or reduce exclusion. Therefore, when implementing inclusive education, it is necessary to think carefully about what is being done to allow all children to be meaningfully involved in the same classroom and by their teachers.

The Historical Semantics of the Contemporary Classical Education Movement

As contemporary classical education continues maturing as a pedagogical tradition, an institutional reality, and an academic tradition, the need has grown to clarify the nature of the project and to understand how it relates to the past. The classical education movement, which seeks to encourage human flourishing by studying and imitating the past, uses an unstable terminology to describe itself. Some speak of a “Renaissance,” others work toward what they call a “Renewal,” and still others conceive of the project in terms of a “Recovery.” In using these terms, contemporary educators and writers, knowingly or not, reenact historiographical debates about the nature of Western culture and embrace differing opinions about the meaning of the term “classical” and consequently, about what period or periods of the past are worthy of imitation. This article seeks to clarify the history of these terms, delineate how the process of cultural emulation works, and encourage classical educators to come to a deeper appreciation of the past as they chart a course for the future of their disciplines.

Transcendental chaos and the Problem of Human Rights Power and Peace (Shakti and Shanti) shall blend in the hymns the Votary sings For from love comes salvation (mukti) to all earth’s living things

What is intellect? Why are our contemporary education and research methodologies not sound enough to impart enlightenment? And how is this lack of character directly connected to the problem of human rights in our age? The author has covered various dimensions of the ongoing crises around the world and has offered substantial suggestions for the resolve. The author argues that no pre-modern age had turned its back on transcendence in the systematic way that characterized modernity. All our human rights are protected within the bounds of intellect and through transcendence ensured. Once we are disconnected from this other form of reality that is always superior to this mundane reality, we lose our human disposition and our human rights as well. Now, all of these rights are on well preserved on paper, but in our real life they are non-existent. Keywords: Intellect, the Hindu and the Muslim conception of God, Devata, Dharma, Shakti, Shanti, Mukti, personal location in the cosmic event, age of eclipse of transcendence.

Reframing the concept of globalization and human capital in contemporary education

A massive global education expansion and reform project has made education a key feature and priority of the world today. Many scholars in the field of comparative and international education have adopted the term “globalization” to encapsulate this worldwide phenomenon. This qualitative study explores the development of globally competent academics in the context of globalization and correlated human capital formation and argues that such thematic conceptualizations fail to encapsulate and explain the totality of changes in education on a global scale. Findings indicate that the current situation and related changes in education in the 21st century could be better explained and served by a schema framework that takes as its main reference points the neoliberal economic revolution, the creed of human rights, and the social justice lobby.

Građenje smisla - digitalni vrtić u vreme kovid-19 izolacije

With the outbreak of the COVID-19 pandemic, especially during the period of lockdown, great changes in education have occurred, and preschool education has not remained an exception. The biggest change in education during lockdown was the switch from live contact to a digital context in which learning took place. On the one hand, this has led to a large number of studies that have included perspectives of the system, families, and teachers, and their perceptions about education during the lockdown, but on the other hand, there was a very small number of studies which were focused on the perspective of children, and none of them included the perspective of preschool children. In this paper, we mapped all recognized (non)sense of the digital learning experience in kindergarten during the 52 days of COVID-19 lockdown in Serbia. Thirteen children from different parts of Serbia were co-researchers in this paper, and they were consulted about some specific topics such as activities that were realized and how relationships with peers and educators were established in a digital environment. We strived to establish the connections with possible reasons for the lack of meaning and relevance of digital learning not just for children but for all actors in contemporary education by using a postqualitative approach to data interpretation.

Kant’s pedagogical thought and current problems of education

Reflection on education has a central place in Kantian anthropology. The human being can only become human through education. In my analysis of Kant’s standpoint, I identify the characteristics of education that underlie Kantian anthropology: the exclusive predisposition of humans to education, the duty of a human to be educated, the communicative nature of education, education as a product and goal of humanity, the continuous development of education plans and education as a tool to improve humanity. In interpreting the latter idea, I reveal the specific optimism and pessimism of Kant’s pedagogical thought. Further, I analyse the key characteristics of education to transfer Kantian ideas to the present context. I also reformulate current problems in education in comparison to, and with the help of, Kantian pedagogical ideas. These issues are the correlation between Kant’s pedagogical anthropologism and the problem of artificial intelligence, the transformation of the teacher-student relationship, extended adolescence, personal growth of the educator, the consequences of education digitalisation, the advantages and disadvantages of using the Internet in education, the effect of an information society on education, and the role of the state in education. I conclude that commitment to Kantian principles in contemporary education is nominal rather than substantial and that embracing these principles is complicated by the pervasiveness of modern technology in human life. Overall, Kant’s pedagogical theory is the perfect reference point for an optimistic outlook on education.

SISTEMAS DE ENSINO EDUCACIONAL: EXIGÊNCIAS DE DISCIPLINA E DESEMPENHO DOS ALUNOS NA PERSPECTIVA PSICANALÍTICA

ABSTRACT The manuscript proposes a critical analysis of the possibility of the psychoanalyst in the school institution. Taking advantage of Applied Psychoanalysis associated with bibliographical research and memories fragments from daily practice at school as a guiding axis, the psychoanalyst’s position in the institution is understood as that which aims at the promotion of the subject. Sites of three education systems highlighted in Brazil today are investigated. The significant performance linked to the promise of enrolling the university resulting from the use of the didactic material of each one of them is located. Lacan’s discourses theory is covered, demonstrating the capitalist, contemporary teacher and university discourses as predominant in current school. The psychoanalyst, when operating with the analyst’s discourse in his listening, allows the subject to say well, thus exercising the function of disalienists. This function is based on a distancing from the imaginary and totalizing identifications that express the education system in our country.

Development of English Phonetic Competence in Future Primary School Teachers: Contemporary Challenges

The modern paradigm of language training for future primary school teachers is oriented towards the implementation of a competency-based approach to student learning, which is a key element of the New Ukrainian School. This paradigm takes into account fundamental changes and everyday challenges faced by contemporary teachers, and is characterized by high quality, versatility, and flexibility. This article examines English phonetic competence as an important component of the language and methodological training of future primary school teachers. In order to investigate this relevant issue, a set of complementary scientific and theoretical methods were used, including critical analysis and synthesis of psychological-pedagogical, scientific-methodological, and linguistic literature on the research problem, as well as analysis of educational normative documents to determine the state of development of the problem. The theoretical foundations of the concepts of “language competence”, “phonetic competence”, “English phonetic competence”, and “phonetic competence of future teachers” were examined. The review of specialized literature allowed for the synthesis of a definition of “English phonetic competence of future primary school teachers”, which is the first attempt to formulate this competence and its components. Based on the characteristics of the basic concepts under study, the role and place of English phonetic competence in the structure of foreign language communicative competence were determined. Additionally, an analysis of the main trends and directions in the formation of English phonetic competence in higher education students was conducted. The article provides a detailed overview of various aspects of this problem and highlights relevant issues related to the development of phonetic competence in future primary school teachers. The research findings can be useful for the practical work of teachers and tutors involved in the preparation of future English language teachers in primary school.

A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning

The aim of this paper is to investigate the ethical and responsible use of AI chatbots in education in support of critical thinking, cognitive flexibility and self-regulation in terms of their potential to enhance and motivate teaching and learning in contemporary education environments. AI chatbots such as ChatGPT by OpenAI appear to be improving in conversational and other capabilities and this paper explores such advances using version 4. Based on a review of the research literature, a conceptual framework is formulated for responsible use of AI chatbots in education supporting cognitive flexibility in AI-rich learning environments. The framework is then operationalized for use in this paper through the development of exemplars for math, english language arts (ELA), and studying with ChatGPT to close learning gaps in an effort to foster more ethical and responsible approaches to the design and development of AI chatbots for application and use in teaching and learning environments. This paper extends earlier foundational work on cognitive flexibility and AI chatbots as well as work on cognitive flexibility in support of creativity and innovation with AI chatbots in urban civic spaces.

LITTLE EXPLORERS TO THE CLOUDLESS FUTURE: REPORTING THE WONDERS OF STEM PROFESSIONS FOR PRESCHOOL CHILDREN

The article outlines methods for acquainting preschool children with STEM professions, portraying them as catalysts for fostering innovative thinking, cultivating resilience and adaptability, and sparking curiosity within a scientific realm — a core outcome of STEM education. The necessity to design exemplary game tasks of heightened quality is substantiated, as these tasks bridge the chasm between abstract concepts and a tangible grasp of the world’s intricacies. The article furnishes a slew of recommendations, functioning as guiding beacons for contemporary educators in game development. These guidelines ensure the eradication of bias, the removal of antiquated cognitive mechanisms, and the preservation of professionalism. Employing the correct game, enriched with novel information technologies, catalyzes the exploration of a child’s potential, their inherent capacities, and the cultivation of steadfast interests in future professional pursuits. Addressing gender equality is integral, shielding the child from an internal clash between antiquated “norms” and their personal aspirations when choosing a desired profession. In a bid to acquaint children with contemporary linguistic trends, emphasis is placed on language norms, mandating the incorporation of feminine forms as equivalent units alongside traditionally entrenched masculine forms. The article hones in on the engagement of STEM projects, particularly those dedicated to ongoing events, as a means to foster research and investigative skills. It prepares children for resolving complex scenarios, solidifying their comprehension of the conscious choices made by each specialist in their relentless pursuit of self-improvement and national enhancement. The relevance of studying STEM professions amid the backdrop of martial law as a restorative mechanism for the nation’s economy and the normalization of daily existence is substantiated. A step-by-step guide for the conceptual genesis of projects is meticulously crafted, along with fragments of scenarios addressing contentious aspects in war coverage. This coverage refrains from unnecessary veiling and silencing of reality, instead offering a transparent portrayal.