This study examined gifted students’ views on the effects of artificial intelligence within Taba’s Data Interpretation Technique. The study also identified the types of questions students posed to AI during this process. The study employed an exploratory single-case design. The study included 27 middle school students enrolled in an after-school gifted education program in Türkiye. During a lesson structured around Taba’s Data Interpretation Technique, the students discussed the major effects of artificial intelligence and, in the final stages of the technique, asked ChatGPT questions to support and extend their reasoning. The data were analyzed using content analysis. The findings indicated that the gifted students generally evaluated artificial intelligence positively, emphasizing benefits such as increased efficiency, objectivity, and access to information. However, they also identified potential adverse effects, including reduced motivation and excessive dependence on AI. The questions addressed to ChatGPT predominantly consisted of information-seeking questions, including “why,” and “how” questions. Students used ChatGPT to seek explanations and information related to the educational effects they selected. The findings show how ChatGPT can be integrated into a structured instructional process that gives gifted students opportunities to engage in inquiry and reflective thinking. The study thereby contributes a practice-based example to the emerging literature on artificial intelligence in gifted education.

This study aims to analyze the leadership experiences of female principals in the education sector, the gender-based challenges they encounter, the strategies they adopt, and their impact on institutions within a qualitative framework. The study group consisted of 16 female principals from the Konak and Narlıdere districts of Izmir, selected through purposive sampling. The data were analyzed using inductive content analysis, through which codes were systematically generated and grouped into themes. The findings reveal that female principals are exposed to gender-based prejudices from their male colleagues and subordinates. Their leadership competencies are questioned, and their ideas are inadequately supported or ignored. Female principals contribute a democratic climate, innovative perspectives, nurturing communication (especially with children), detail-oriented management, and a sense of ownership to their institutions; they provide social visibility as role models in disadvantaged areas and emphasize gender equality in all areas of life. They adopt egalitarian policies and establish effective interaction with female parents and female students. While being single offers an advantage in time management, spousal support is of vital importance for married individuals. It is recommended that the number of female principals be increased in the future and that administrative authority be expanded in economically disadvantaged regions.

Out-of-school education is a learning approach that enriches the educational process and supports the goals of formal education. It enables students to learn through experiences with people, places, environments, and institutions outside the classroom. This study aims to identify the learning domains covered by experimental studies on out-of-school learning, as well as the variables used in these studies, based on the social studies curriculum implemented between 2018 and 2023. Additionally, this study aims to provide ideas for activities that can be implemented in the learning domains included in the 2024 curriculum. The research question is formulated as follows: “What is the content of experimental studies on out-of-school education practices covered by the social studies curriculum implemented between 2018 and 2023, and which practices can be implemented for the 2024 curriculum?” According to the research findings, the out-of-school educational practices implemented under the curriculum between 2018 and 2023 were designed for the learning areas of “Culture and Heritage,” “People, Places, and Environments,” “Global Citizenship,” “Production, Distribution, and Consumption,” and “Active Citizenship.” This study used a document review and analyzed the findings using descriptive content analysis. Most of these studies used qualitative findings and focused on learning areas such as “Culture and Heritage,” “People, Places, and Environments,” “Global Citizenship,” “Production, Distribution, and Consumption,” and “Active Citizenship.” The studies focused particularly on 4th, 5th, and 7th grades; it was found that studies in the areas of “Science, Technology, and Society” and “Individual and Society” were insufficient. According to the research findings, out-of-school learning activities yielded significant results in measured variables such as academic achievement, attitudes, and attitudes toward cultural heritage and the environment, and were found to be a valuable complement to classroom instruction.