The aim of this study is to determine the perceptions of pre-service social studies teachers towards the concept of artificial intelligence through metaphors. The research was conducted with phenomenology design, one of the qualitative research methods. The participants of this study consists of first, second, third, and fourth grade pre-service social studies teachers studying at the faculty of education of a state university in Ankara. The data obtained were analyzed by content analysis method. The results showed that the most common metaphor categories produced by the participants were Help Mechanism, Serving to Purpose, Complexity, Infinity, and Damaging. On the other hand, the metaphor categories produced in common at all grade levels from the first grade to the fourth grade were Help Mechanism, Serving to Purpose and Harmful. In this study, it was found that the participants generally had positive images towards the concept of artificial intelligence. It was also determined that pre-service social studies teachers had various concerns about the concept of artificial intelligence, albeit in small numbers. According to the findings, it is recommended to conduct more extensive and comprehensive research on the concept of artificial intelligence. In addition, it was also suggested that the factors that negatively affect the perceptions of pre-service social studies teachers towards the concept of artificial intelligence should be studied through qualitative research.

This study examined parent engagement with their children's homework in public and private secondary schools in the city of Addis Ababa. Through a qualitative case study approach, the researchers interviewed a total of 30 participants: 12 teachers, 12 parents, and six school leaders. Member checking and peer review were conducted within the research team to ensure validity and reliability, and the findings were then summarized by theme. Overall, the study highlights the complex relationships between school type, socioeconomic status, parental academic support, and supportive environments. The findings suggest that parental engagement is significantly higher in private schools, where well-educated and affluent parents are more likely to be involved in their children's homework. In contrast, public schools, which serve predominantly low-income families, struggle with parental involvement, citing communication and socioeconomic barriers. Notably, the study highlights the varying strategies employed by schools to promote parental involvement, with private schools focusing on incentives and extracurricular activities and public schools offering tutoring services. While both school types emphasize a positive learning environment, the approach to homework and parental involvement differs significantly. The study's results underscore the need for schools to adopt context-specific strategies that cater to the diverse needs of their student populations, taking into account socioeconomic factors, parental academic support, and creating a conducive homework environment. By doing so, schools can foster a more inclusive and supportive environment that promotes parental engagement in homework and, ultimately, improves student academic outcomes.

This paper investigated what teachers thought about critical thinking. This study adopted a qualitative research design. The sample consisted of 21 participants. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. The results showed that participants associated critical thinking with questioning, in-depth comprehension, assessment, and developing a different perspective. They believed critical thinking was necessary for achieving self-improvement, developing different perspectives, building resilience to misinformation, and solving problems. They stated that teachers with critical thinking skills were tolerant and self-critical individuals who could look at things from a different angle. They noted that they conducted discussion, problem-solving, and question-and-answer sessions to help their students develop critical thinking skills. They recommended that teachers provide safe environments for students to spark their curiosity and encourage them to question things to help them develop critical thinking skills.