Empathy towards nature and wild animals is becoming increasingly important in terms of environmental protection and sustainability. Measuring empathy towards nature is very important in this context. This article presents findings regarding the validity and reliability of Dispositional Empathy with Nature (DEN) Scale, adapted into Turkish to measure empathy towards wolves, in a sample of Turkish adolescents. The research was conducted with a total of 1140 secondary school students (M=15.71; SD=0.87), 618 female, 507 male and 15 gender-unspecified, studying in public schools in Ankara. As a result of exploratory factor analyses, it was seen that the internal consistency of the scale was high, and the single-factor structure was supported as in the original DEN scale. Females were found to have higher empathy for wolves than males.

The rapid adoption of generative AI in academia forces a critical question. Is the technology a "CheatGPT" or a genuine learning tool? This mixed-methods study investigated the perceptions of Japanese university students in English writing courses (n1 = 99, n2 = 96) regarding AI usage by analyzing their motivations, rationale for restraint (ethics), and understanding of institutional policy. Findings indicate an overwhelming majority of participants reported instrumental use of AI but do not feel comfortable doing so. Many reported guilt, and roughly half reported the fear of self-sabotaging their learning skills. Moral ambiguity was common when students were questioned about AI, with participants giving various explanations of what constitutes cheating. The results highlight a strong student demand for clear guidance and suggest that teacher permission is a primary determinant of usage. The study concludes that the lack of universally agreed-upon ethical definitions poses a critical barrier to policy implementation, necessitating immediate, clear, and contextual guidance from instructors and institutions.

Understanding and evaluating executive functions (EF) in early childhood remains a pivotal concern for both academic research and practical implementation. Despite the increasing attention devoted to this domain, existing assessment methods vary significantly in scope, intent, and usability. This research examines EF tools applied to children aged 2 to 6, focusing on studies published between 2000 and 2025. Performance-based tasks, while structured and psychometrically sound, often fall short in capturing behavior in real-life settings. In contrast, rating scales and observational tools offer contextually rich data but frequently lack rigorous validation. Neuropsychological batteries provide reliable and valid results, yet their reliance on expert administration and time-intensive procedures limits their application in everyday contexts. Emerging digital assessments enhance flexibility and efficiency; however, they pose concerns regarding digital equity, cultural appropriateness, and ecological validity. The research concludes that no single instrument adequately captures the multifaceted nature of EF in young children. A blended assessment model—attuned to developmental dynamics and sociocultural variability—may offer a more holistic and pragmatic framework for researchers, educators, and policy actors alike.