Yücehan Yücesoy

The aim of this study is to examine and thematically evaluate findings reported in the national and international literature regarding the effects of educational digital game design processes on foreign language pre-service teachers’ creative thinking dispositions and their attitudes toward digital games and game design, and to propose a conceptual framework based on the findings. The study was conducted using document analysis, a qualitative research method. Studies published between 2010 and 2025 were searched in Web of Science, Scopus, ERIC, DergiPark, and Google Scholar in accordance with predetermined inclusion and exclusion criteria. Of the 96 records identified in the initial search, 11 academic documents were included in the final analysis following eligibility assessments. The documents were examined through content analysis, and the findings were categorized under four main themes: development of creative thinking dispositions, attitudes toward digital games and game design, process-related components, and implementation-related limitations. The findings indicate that educational digital game design generally supports the fluency, flexibility, originality, and elaboration dimensions of creative thinking among pre-service teachers. However, this effect was not observed consistently across all studies. Attitudes toward digital games and game design were generally positive, while direct design experience appeared to enhance perceived usefulness, self-efficacy, and willingness to use digital games. Collaborative design, narrative construction, and iterative feedback emerged as key process components explaining the effects on creative thinking and attitudes, whereas limited technical competence, time constraints, and assessment difficulties were identified as major limitations. In conclusion, educational digital game design can be regarded as a multidimensional learning approach with the potential to foster creative thinking and positive attitudes toward digital games in foreign language teacher education. Future experimental and quasi-experimental studies are recommended to empirically test the conceptual framework proposed in this study.

This study evaluates AI-based artworks that support society's understanding of culture and values within the context of sustainable development through a structured qualitative document analysis. A retrospectively verified corpus of 20 documents published between 2023 and 2026 was analyzed through a two-cycle coding process, and six concrete cases were compared using a common analytical matrix. The analysis identified five interconnected dimensions: cultural grounding, context-preserving mediation, human interpretive agency, participatory value circulation, and transparent sustainability governance. The findings show that AI-based artworks can increase the visibility of cultural heritage, support experiential value transmission, expand public participation, and enable creative cultural translation when cultural sources remain traceable and human interpretation is retained. Conversely, opaque source use, algorithmic homogenization, loss of context, copyright and labor concerns, and weak institutional oversight limit their sustainability. Based on the cross-document and cross-case synthesis, the study develops an original Culture-Value-Sustainability (CVS) framework and an operational assessment protocol for evaluating AI-based artistic practices. The study concludes that the sustainable cultural contribution of AI-based art depends not on technological novelty alone, but on contextual sensitivity, cultural pluralism, human-centered governance, and demonstrable public benefit

Early childhood is a critical educational stage in which the foundations of cognitive, social, emotional, and moral development are established. Values education in this period contributes to children’s understanding of respect, empathy, sharing, responsibility, and cooperation through everyday experiences. Art education, in turn, supports this process by enabling children to express themselves in multiple ways, develop creativity, gain aesthetic awareness, and strengthen social interaction skills. The aim of this study is to examine preschool teachers’ attitudes toward art education in the context of values education through a validated four-dimensional analytical framework and, based on the resulting conceptual interpretation, to develop implications for public primary schools and private colleges in Nicosia, TRNC. The study was designed as a conceptual review grounded in document analysis. Within this scope, national and international studies on preschool education, values education, art education, and teacher attitudes were examined together with accessible institutional documents related to the Nicosia context. The review indicates that art-based practices deepen the experiential dimension of values education and that play, drama, storytelling, visual arts, and music particularly support children’s communication, empathy, cooperation, and self-expression. It was also observed that accessible documents produced by private institutions present more visible content related to art, music, play, and expressive learning, whereas public institutions provide a clearer institutional framework but offer less visible preschool-level content. Overall, art education may be considered not merely a supportive component but one of the central domains through which values education can be enacted in early childhood. The study offers implications for teacher education, institutional documentation, the design of art-based learning experiences, and future field research in the Nicosia sample.

With the rapid integration of technology into educational environments during the pandemic period, the teaching processes in classrooms and private education institutions began to be carried out with technology support. Game-based animation learning designs in technology-supported educational environments provide an interesting and motivation-enhancing learning experience in developing students’ education skills. In today’s educational environments, 2D and 3D animation game designs are the unique technology-supported learning environments in teaching many different skills, behaviors, and concepts to individuals with special needs. Visual designs and animations are one of the technologies necessary to prepare individuals with special needs for an independent life. The accessibility of animation designs for teachers and families has gained significant importance during the COVID-19 pandemic period. Technology education supports the visual, listening, reading, writing, social, and communication skills of individuals with special needs, facilitates their independent life skills, and contributes to their development as a guide. This allows individuals to learn the targeted information more easily, permanently, and quickly. In this context, this study provides information on the use and accessibility of animation technology in special education, offers suggestions for the benefit of visual design and animation, which are among the assistive technologies, and gives insights into how school management is ready for digital education.

The aim of this study is to examine the studies published in Google Scholar, ERİC, EBSCO, Messenger science, Web Of Science, Science DirectSpringer Nature, IndexCopernicus indexes in the last 6 years by comparing them within the specified variables and examining them with content analysis method. This analysis was carried out according to six main criteria, in light of which the years of publication of the researches will be looked at according to the languages they are published, the methods they use, the number of authors, the distribution of authors by their gender and their distribution according to bibliography ranges. In the last 6 years, the words decision making and decision making in education have been scanned and the data has been collected in the indexes determined in the collection of the data. In the analysis part of the data, the studies obtained were separated in Excel pages according to the criteria and interpreted by painting with percentage and frequency distributions.

Pre-school books are one of the indispensable materials of education life, even though technology has been developed, preschool books are still among the fundamental building blocks of education and it can be said that it will continue in the future. Preschool teachers' evaluation of 4-6 year old preschool books for Visual Design principles was aimed by pre-school teacher candidates. In the study, "Graphic / Visual Design Principles Scale for Textbooks" Alpan (2004), which is a visual design scale, was used. The scoring of the scale was calculated as 2 points for the "Yes" option, 1 point for the "Partial" option and 0 points for the "No" option. The data obtained as a result of the research were evaluated by scoring between 1-10. According to the results obtained from the results of the evaluation of the prospective teachers, it has been concluded that the books have different averages according to the scale dimensions, but are quite suitable in terms of general lines.

Preservice Special Education Teachers’ Democratic Tendencies and Attitudes towards Children Rights

Art Education, Therapy Interventions and School Management in Autism