The purpose of this study is to examine the effect of test preparation activities based on active learning on teachers’ attitudes toward the role of measurement and evaluation in the curriculum. The research was conducted using a non-random experimental design. The study group was determined using an appropriate sampling method, and all high school teachers working at a private school were included in the study. All 25 teachers in the study group formed the experimental group. The intervention program was planned to last 14 weeks. Before and after the intervention, pre-test, post-test, and retention measurements were obtained using the “Attitudes Toward the Situation in the Curriculum” subscale of the Attitudes Toward Assessment Scale (Çalışkan and Yazıcı, 2013). SPSS[A1] was used to analyze the data. In the analysis of the pre-test and post-test measurements obtained from the 25 teachers in the eperimental group and the analysis of the post-test and retention measurements obtained from 19 of the same teachers, the paired samples t-test was used. The results of the study showed that teachers' attitudes toward the status of measurement and evaluation in the program increased significantly from before and after the intervention, and this increase continued in the retention measurements.

Bu çalışma, ergenlerde okul reddi ve kaygı temelli okulla ilgili sorunların nedenlerini, belirtilerini ve müdahale stratejilerini belirlemeyi amaçlamaktadır. Ergenlik, fizyolojik, psikolojik ve toplumsal dönüşüm dönemidir. Okul reddi, katılım kaygısıyla ilişkili olarak bu dönemde ortaya çıkabilir. 2000-2023 yılları arasında yayımlanan belgeler sistematik bir şekilde incelenmiştir. Okul fobisi ve reddinin genetik yatkınlık, psikolojik sağlık ve kişilik özellikleri gibi bireysel faktörlerden etkilendiği görülmüştür. Ayrıca, ebeveyn aşırı korumacılığı ve aile içi çatışmalar gibi ailevi değişkenler ile akran zorbalığı veya öğretmenlerle olumsuz etkileşimler gibi bağlamsal faktörler, ayrılma korkusu ve akademik sorunlara yol açmaktadır. Bu sorunlar; baş ağrısı, mide bulantısı ve yorgunluk gibi fiziksel; kaygı, panik ataklar ve depresyon gibi psikolojik; ya da okul reddi, devamsızlık ve okuldan ayrılma gibi davranışsal belirtilerle kendini göstermektedir. Çalışma, uyumsuz düşünce ve davranışları iyileştirmeye yönelik bilişsel-davranışçı terapiyi (BDT), evdeki öğrenme ortamını geliştiren aile müdahalelerini ve akademik başarıyı artırmaya odaklanan okul tabanlı stratejileri vurgulamaktadır. BDT, zararlı düşünce kalıplarını yeniden yapılandırmaya odaklanırken, aile terapisi açık iletişimi teşvik eder ve ilişkileri güçlendirir. Okul temelli terapiler, öğrencileri akademik ortama daha iyi hazırlamayı amaçlamaktadır. Bulgular, okul kaygısı ve devamsızlığı ele almak için disiplinler arası yaklaşımların gerekliliğini vurgulamaktadır. Daha geniş ve çeşitli popülasyonlarla yapılacak araştırmalar, bu sorunları daha derinlemesine incelemek ve etkili müdahaleler belirlemek için önerilmektedir.

Children's books offer readers a learning experience, helping them develop their language skills, cultural understanding, and creativity. Children's books not only contribute to the teaching of course learning outcomes but also enable course materials to more effectively support the learning process. Children's literature encourages students to think more deeply and makes the learning process more enjoyable. The purpose of this study is to examine works of children's literature designed to achieve the learning outcomes related to the Turkish language skills targeted by the primary and secondary school Turkish Language Curriculum (2024) and to reveal the compatibility of their content. The study employed a qualitative research method by which the data was analyzed using textual analysis. The data source for the research were the first two books in The Your Course, You Have a Problem (Dersin mi Var Derdin Var!) series, namely Letters Puzzle (Harflerin Bilmecesi) and Turkish Train (Türkçe Treni), written by Sara Gürbüz Özeren and published by Damla Publishing. The study revealed that the books integrate the essential topics for teaching Turkish into a narrative, are supported by examples, and are presented with story content appropriate for the students’ level. In addition, while the book series was desgined for and fourth grade curricula, the study found that learning outcomes are grade specific and numerous dialogues support Turkish language skills at the primary and secondary school level. Overall, the topics covered in the works of children’s literature examined in the study encompass those taught in schools in Türkiye and support students in developing their Turkish language skills at the primary and secondary school level.

Temel ihtiyaçlardan biri olan barınmanın karşılandığı konut kavramı, bir mekân olarak kitaplarda fiziksel bağlam kazanmakta ve edebiyata sıklıkla konu olmaktadır. Edebiyat ve mimarinin mekân ortak paydasında kurduğu bu ilişki, erken yaş edebiyatının karşılığı olan resimli çocuk kitaplarında doğrudan ya da dolaylı olarak sıklıkla yer almasına rağmen genellikle göz ardı edilen bir konu olmuştur. Buradan hareketle çalışma, resimli çocuk kitaplarında aktarılan konut alanları ve mekânların günümüz yaşam dinamikleri ile benzerliklerini mimari bağlamda incelemeyi amaçlamaktadır. Bu amaçla çalışmada okul öncesi döneme hitap eden 10 resimli çocuk kitabı seçilerek irdelenmiştir. Bu kitaplardaki olayların geçtiği mekânlar (ağaç, ev); kitaplardaki karakterler ve ele alınan temalar (komşuluk, arkadaşlık, kent yaşamı vb.) konut, kültür ve mekân kavramlarına ilişkin çıkarımlar yapılarak aktarılmıştır. Araştırma kapsamında bulgular genel olarak değerlendirildiğinde mimarinin çocukluk çağından itibaren her dönemde hayatımızın içerisinde olduğu çıktısı elde edilmiştir. Çıkarımlardan hareketle öngörüler geliştirilerek mimarlık disiplinine çocukluk döneminden itibaren etkin bir uygulamanın nasıl getirileceğine yanıt aranmıştır.

This study aims to explore parents’ opinions regarding whether music lessons in primary schools should be taught by classroom teachers or specialized music teachers. A descriptive survey model was employed in the research. The study population consisted of parents whose children were attending primary school during the 2023-2024 academic year. The sample comprised 94 parents selected through random sampling. Data were collected via an online questionnaire developed by the researcher and created using Google Forms. The survey link was shared with parents via WhatsApp, resulting in 94 valid responses. The collected data were analyzed using percentage distributions and graphical representations. The findings indicate that the majority of parents believe music lessons should be delivered by subject-specialist music teachers. This result highlights the need for greater involvement of music educators in primary schools to enhance the quality of music education.

The aim of this research is to examine the relationship between high school students' self-efficacy perceptions of English language skills and their English-speaking anxiety. The sample of the study, which followed a quantitative survey and correlational research design, consisted of 226 high school students. According to the results obtained from the scales employed in this study, high school students’ self-efficacy perceptions regarding their English language skills and their levels of English-speaking anxiety were found to be at a moderate level, indicating that their mean scores were positioned around the midpoint of the scale rather than at the lower or higher extremes. In addition, the students' self-efficacy perception of their English language proficiency and English-speaking anxiety and were found to be statistically significantly and negatively correlated. In particular, statistically significant, negative moderate relationship was found between the 18-year-old students and the female students' self-efficacy perceptions of English language skills and their English-speaking anxiety. It was also observed that there was a statistically significant, negative weak relationship between the self-efficacy perceptions of students who practice speaking English and their English-speaking anxiety. According to the results, gender, age and English-speaking practice can have a determining role in the relationship between English self-efficacy perception and speaking anxiety.

There is a process that scientists follow in reaching scientific knowledge. By following this process, scientific skills are obtained, such as those related to observation, prediction, experimentation, reasoning, inference, classification, measurement, and decision making. It is thought that the level at which scientific process skills are acquired depends on the extent to which educational assessments are represented by scientific process skills. In this context, this study aimed to determine the extent to which scientific process skills are reflected in Türkiye’s central exams, specifically the High School Entrance (LGS) Science exam, which took place between 2021 and 2024. These exams were examined in the context of basic process skills, causal process skills, and experimental process skills, which are the sub-dimensions of scientific process skills. Furthermore, the exams were examined with document analysis following a qualitative research design. As part of the analysis, questions were classified by the sub-dimensions of scientific process skills. According to the results, statements regarding causal process skills were used the most for the years under investigation. In 2021, causal process skills were represented more than in other years. On the other hand, statements regarding experimental process skills were used less, particularly in 2024. Therefore, it is recommended that concepts regarding experimental process skills are given more weight in and scientific processing sub-skills are more evenly distributed across the LGS Science exam to contribute to students' scientific process skills overall.

Stressful, challenging, and traumatic events may negatively affect the mental health of some individuals, whereas others are able to recover rapidly from the adverse effects of such experiences and return to their normal lives. In the literature, individuals’ ability to overcome the negative effects of adverse life events is explained by the concept of psychological resilience. Enhancing psychological resilience is considered important for the protection of mental health, and identifying the factors associated with this construct may contribute to the development of preventive and intervention strategies aimed at promoting mental well-being. The purpose of this study is to investigate the mediating role of cognitive flexibility in relationship between optimism and psychological resilience. A total of 327 adults (228 females, 99 males) aged between 21 and 50 participated in the study. Data were collected through the Life Orientation Test, Brief Psychological Resilience Scale, Cognitive Flexibility Inventory, and a demographic information form. For data analysis, descriptive statistics, Pearson correlation analysis and regression-based bootstrapping techniques were used. Findings demonstrated that there was a statistically significant positive correlation between optimism and psychological resilience. The sub-dimensions of cognitive flexibility (control and alternatives) had a partial mediating role in the relationship between optimism and psychological resilience. As a result, optimism may lead to an increase in psychological resilience through increasing cognitive flexibility

This study aims to examine autobiographical memory and its functions in women victims of violence with a mixed-methods research design. In line with this aim, the mediating role of autobiographical memory functions in the relationship between self-perception and relational self-change in women victims of violence was tested with a structural equation modeling approach. Furthermore, in-depth interviews were conducted with select participants. The participants consisted of 368 women who declared that they had been victims of violence in a close partner relationship in the past. Inclusion criteria were determined as having been exposed to any or multiple types of violence (physical, psychological, sexual, economic, cyber) in a close partner relationship (marriage, engagement, dating), the violence having ended, and not having any reported mental health problems. The participants who met the criteria were reached via convenience sampling. Questionnaires, including the Social Comparison Scale, Autobiographical Memory Functions Scale, and Relational Self Change Scale, were used as data collection tools for structural equation modeling. 12 participants who scored higher on one of the scales were interviewed to explore their past experiences more deeply. The results indicated that there was a positive and significant relationship between self-perception and relational self-change in women who were victims of violence, and autobiographical memory functions had a mediating role in this relationship. It was also revealed that self-perception significantly predicted relational self-change and autobiographical memory functions, and autobiographical memory functions significantly predicted relational self-change.

The present study aims to analyse the relationship between emotions such as selfishness, academic envy and schadenfreude among a sample of university students. The independent variable of the study was determined as selfishness and the dependent variable as academic jealousy, with the mediating variable defined as schadenfreude. The central research question posits whether the phenomenon of deriving schadenfreude serves as a mediating role in the association between selfishness and academic jealousy. The study's participants were 352 university students, 259 of whom were female and 93 male, aged between 18 and 59 (X̄ = 22.54, S = 5.15). The research design was cross-sectional, and convenience sampling was used. Participants were administered the 'Schadenfreude Scale', 'Academic Jealousy Scale', 'Selfishness Scale' and 'Personal Information Form'. The findings revealed a moderate (.41), weak (.22) and positive relationship between academic jealousy and selfishness, and a moderate (.30) positive and significant relationship between selfishness and Schadenfreude. Analysis reveals that selfishness accounts for 9% of the variance in schadenfreude, while both selfishness and schadenfreude collectively explain 18% of the variance in academic jealousy. Consequently, it can be concluded that a focus on selfishness significantly predicts both schadenfreude and academic jealousy. Schadenfreude plays an important role in the link between selfcenteredness and academic jealousy. The relationship between selfishness and academic jealousy is significantly explained as a mediating variable through schadenfreude, thereby demonstrating its mediating role. In other words, the increase in the tendency of individuals with high levels of selfishness to schadenfreude increases their academic envy levels.

Bu çalışma, Türkiye’deki vatandaşların demokrasiyi nasıl kavramsallaştırdığını incelemeyi amaçlamıştır. Çalışma, oldukça heterojen bir il olarak Türkiye’yi iyi temsil edeceği düşünüldüğünden, İstanbul’da yaşayan katılımcılarla yürütülmüştür. Alan yazın temelinde, araştırmacı ve tez danışmanı tarafından hazırlanan ve pilot görüşmelerle nihai halini alan demokrasiye ilişkin sorularla toplam 30 katılımcıyla yarı yapılandırılmış, derinlemesine görüşmeler gerçekleştirilmiştir. Bu görüşmeler hem bireysel hem de odak grup görüşmeleri şeklinde yapılmıştır. Görüşmelerden elde edilen veriler, nitel bir analiz yöntemi olan tematik analiz yöntemiyle analiz edilmiştir. Buna göre, 789 kod elde edilmiş olup; 33 alt tema ve 11 tema çıkartılmıştır. Bu temalar şunlardır: ‘Mümkün Olmayan Demokrasi’, ‘Önkoşullara Bağlı Demokrasi’, ‘Alternatiflerinden Daha İyi Bir Sistem Olan Demokrasi’, ‘Dezavantajlı Demokrasi’, ‘Liberal Değerlerle Tanımlanan Demokrasi’, ‘Ekonomik ve Sosyal Faydalarla Tanımlanan Demokrasi’, ‘Kurumlar ve Prosedürlerle Tanımlanan Demokrasi’, ‘Demokrasinin Sorumluluğu’, ‘Sınırlanan Demokrasi’, ‘Evrensel/Kültürel Boyutta Değerlendirilen Demokrasi’, ‘Taviz Verilmeyen Demokrasi’. Bu tema ve alt temalar bir bütün olarak değerlendirildiğinde, demokrasinin oldukça çeşitli ve kapsamlı boyutlar üzerinden kavramsallaştırıldığı görülmüştür. Aynı zamanda, bu çalışmaya özgü olarak değerlendirilebilecek olan; katılımcıların içinde yaşadıkları sosyal, kültürel ve politik bağlam ile geçmiş ve mevcut demokrasi deneyimlerinin etkilerini de ortaya koyan bulgular elde edilmiştir. Bu bulgular, demokrasinin toplumsal ve kültürel farklılıklara göre anlamları ve biçimleri değişen bir sosyal yapı olduğu düşüncesine destek sağlamaktadır.

Helicopter parenting has emerged as a parenting style that has attracted attention in both the media and the research literature in recent years. This over-involved parental approach, which threatens the development and well-being of children, is also called overparenting. The aim of this study was to examine the relationships between adolescents' maternal and paternal helicopter parenting attitudes (MHP-FHP) and self-control and mental well-being. 380 high school students, aged between 13 and 19 (X̄= 15.16, SD = 1.22), studying at three different high schools, participated in the study. The data were collected using self-report questionnaires, including the Short-Term Self-Control Scale, the Helicopter Parenting Attitudes Scale, and the Mental Well-Being Scale. The Pearson correlation coefficients were calculated, and mediation analyses were performed. The results of the analyses showed that maternal helicopter parenting and self-control were negatively associated. A positive relationship was found between self-control and mental well-being. There was no significant link between maternal helicopter parenting and mental well-being. Additionally, no significant relationship was found between paternal helicopter parenting, self-control, and mental wellbeing. The mediation analyses revealed that self-control fully mediated the relationship between maternal helicopter parenting and mental well-being. As a result, it was concluded that helicopter parenting attitudes do not have a direct effect on mental well-being in adolescents; rather, their influence arises through the mediating role of self-control. Finally, the findings are discussed in the context of parental roles in Turkish culture and the theoretical framework, and some implications are presented. 

The aim of this study is to examine the relationship between career decision-making processes in emerging adulthood and irrational beliefs, specifically investigating the predictive power of irrational beliefs on career decision-making competence. Data was obtained from 416 university senior students enrolled in Istanbul University-Cerrahpaşa vocational colleges during the 2022-2023 academic year. Data collection tools included the Career Decision Making Competence Scale (CDMS) and the short form of the Irrational Belief Scale (IRBS-K). The findings revealed that gender and perceived family income significantly influenced various sub-dimensions of career decision-making. Notably, male students scored higher in the interpersonal relationships sub-dimension, whereas female students demonstrated greater proficiency in general career decision-making competence. Furthermore, students with a middle-income perception were found to be more successful in specific areas, such as occupational knowledge, career planning, and staying updated on vocational developments. Correlation analyses showed positive associations between irrational beliefs and several dimensions of career decision-making competence. However, these findings should not be interpreted as indicating that irrational beliefs promote realistic or healthy career decisions. Rather, they suggest that students with higher irrational beliefs may report higher perceived competence in career decision-making. This pattern may reflect an inflated or misleading sense of competence rather than genuinely rational decision-making. Regression analysis showed that irrational beliefs explained 10.8% of the variance in career decision-making competence. The refore, career counseling interventions should address dysfunctional beliefs not because the present findings demonstrate a direct negative effect, but because such beliefs may distort students’ self-perceptions and reduce the realism of their career decisions. 

This study examines the presentation of elements of violence in children's literature and analyzes their functions within the narrative structure, focusing specifically on Ben Mikaelsen’s novel Petey. A qualitative research method was adopted, and the text was systematically analyzed using document analysis techniques. During the data analysis process, content analysis was employed, and elements of violence were classified under four main themes: physical, psychological, verbal, and structural/institutional violence. Additionally, the plot was analyzed according to Freytag’s Pyramid model. Findings indicate that elements of violence appear at different stages of the novel, intensifying particularly during the rising action and climax stages, and serving the emotional transformation of the characters during the falling action and resolution stages. Physical mistreatment, psychological exclusion, verbal humiliation, and institutional neglect form the core conflicts of the story. Furthermore, the pedagogical treatment of violence within the narrative was also evaluated. The study concludes that the principle of child-appropriateness must be considered in the use of violence elements in children's literature. It is recommended that violent content should be structured in a way that supports problem-solving, empathy development, and critical thinking skills. It is emphasized that educators, parents, and publishers should critically assess the presence of violent elements in literary works offered to children through a pedagogical lens.

Bu çalışmada, ahlâkî alan kuramı temelindeahlâkî muhakeme, ahlâkî çözülme ve beliren yetişkinlerin ilişkisel saldırganlığı arasındaki ilişki araştırılmıştır. Çalışmaya, kadınlar (N = 246) ve erkekler (N = 51) olmak üzere toplamda 297 lisans öğrencisi katılmıştır. Erkeklerin yaş aralığı 19-25 (M= 21,98, SS = 1,81); kadınların yaş aralığı 19-26’dır (M = 21,39, SS = 1,49). Katılımcılar anketi çevrimiçi olarak doldurmuşlardır. Katılımcılar sırasıylademografik bilgi formunu, yazar tarafından oluşturulan ahlâkî muhakeme senaryolarını ve sorularını, Ahlâkî Çözülme Ölçeği’ni ve Arkadaşlıklarda İlişkisel Saldırganlık Ölçekleri’ni yanıtlamışlardır. Geleneksel muhakeme kurmanın yüksek düzeyleri, ahlâkî çözülme ve ilişkisel saldırganlıkla ilişkili bulunmuştur. Ancak sosyal dışlanma ve dedikoduyu içeren ahlâkî muhakeme senaryoları, ahlâkî çözülme ve ilişkisel saldırganlık ile anlamlı bir şekilde ilişkili bulunmamıştır. Sırların paylaşılması, vandalizm ve hırsızlıkla ilgili diğer senaryolardan elde edilen geleneksel muhakeme puanları önemli ölçüde ilişkisel saldırganlık ve ahlâkî çözülme ile ilişkili bulunmuştur. Üstelik ahlâkî çözülme, geleneksel muhakeme kurma ve ilişkisel saldırganlık arasındaki ilişkiye aracılık etmiştir. Bu çalışmanın bulguları, beliren yetişkinlerin ahlâkî akıl yürütmelerinin ilişkisel saldırganlıkla ilişkili olduğunu ancak ahlâkî çözülmenin, muhakemeye kıyasla ilişkisel saldırganlık üzerinde daha anlamlı bir etkiye sahip olduğunu göstermektedir. Bu çalışmanın sonuçları ilgili literatür ışığında tartışılmıştır.

Smartphones play an important role in human-technology interaction. However, the increasing use of smartphones has led to excessive use and addiction to smartphones. The aim of this study is to investigate relationship of smartphone addiction with the sense of school belonging and attachment styles. Correlational survey method was used in the study. Participants consisted of 359 secondary and high school students from the islands of Istanbul. Along with a questionnaire, Turkish versions of the Smartphone Addiction Scale (AAS), School Membership Psychological Sense Scale (PSSMS) and Relationship Scales Questionnaire (RSQ) were used. Statistically, the data showed a normal distribution and a t-test, one way analysis of variance (ANOVA), bivariate correlation and hierarchical regression analyses were conducted. The results indicated that smartphone addiction, sense of school belonging and attachment styles differed according to the participants’ demographic characteristics (gender, age, grade, and parental education). Smartphone addiction increases as secure attachment and school belonging decrease. Furthermore, smartphone addiction increases as fearful, obsessive, and avoidant attachment increase. Moreover, the senses of school belonging and attachment styles were found to predict smartphone addiction. The findings may contribute to the field of educational pschology both theoretically and practically. It is suggested that similar studies be conducted to support the findings.

The aim of this study is to investigate the effects of the online group counseling program based on positive psychology on the happiness, self-compassion and hope of mothers with children with special needs. The method of this study, the A/B model of single subject experimental design. The participants consisted of 4 mothers, 2 mothers whose children were autism spectrum disorder, and 2 mothers whose children were diagnosed with intellectual disabilities. Participants were given the Oxford Happiness Questionnaire Short Form, the Self-Compassion Scale and the Dispositional Hope Scale. Participants were measured three times: once before the intervention began, and two after it ended. Kulbaş's (2021) 10-session online group counseling program based on positive psychology was applied to the participants. Sessions were held for among 60 and 90 minutes. In the study was used the visual analysis which was made with graphics. Research findings showed that the applied program was effective in increasing the level of happiness and self-compassion of mothers but was not effective in increasing the level of hope. In addition, this program was partially effective in increasing the Dispositional Hope Scale Alternative Ways Thinking Dimension scores, it was not effective in increasing the Actuating Thinking Dimension scores.

The study aimed to examine the trait anxiety and social support per-ceptions of mothers with 48-72-month-old children regarding emp-loyment status and the educational status of themselves and their husbands. In addition, it was aimed to determine the relationship between mothers’ trait anxiety and perceived social support and their children’s emotion regulation and temperament characteristics. The study group consisted of 161 volunteer mothers with children aged 48-72 months. According to the findings of the study, unemployed mothers had higher levels of trait anxiety, but their perceived social support scores did not differ significantly according to their employ-ment status. It was found that mothers who graduated from primary school had higher levels of trait anxiety, and mothers whose husbands and wives had bachelor's degrees or higher had higher perceptions of social support. In addition, it was determined that there was a signifi-cant negative relationship between mothers' perceived social support scores and trait anxiety scores. Futhermore, there were significant re-lationships between mothers' perception of social support and anxiety level and children's temperament and emotion regulation skills. Warmth, persistence, reactivity, emotion regulation, and labi-lity/negativity variables together explain approximately 29% of the variance in mothers’ total trait anxiety scores. These findings contri-bute to a better understanding of factors that may be associated with maternal anxiety.

In this study, the development of measurement tools that can be used to determine parents' negative-positive attitudes towards the academic context; determining the predictive levels of parental attitudes; It was aimed to examine the correlations of parental attitudes with students' positive feelings and sense of belonging towards school. The study was carried out in a quantitative design and was carried out on 317 middle school students (11-14 age range). In the study, measurement tools were developed that can be used to determine the positive and negative parental attitudes of middle school students towards the academic context. The construct validity of the scales was determined by EFA and CFA. Additionally, the reliability of the scales was determined by calculating McDonald's ω reliability coefficient. EFA and CFA revealed that the Parent Negative Attitude Scale towards Academic Context showed a two-dimensional structure and the Parent Positive Attitude Scale towards Academic Context showed a unidimensional structure. Factor analysis and the calculated McDonald's ω reliability coefficients showed that the developed scales measure parental attitudes in a valid and reliable way. Regression analyzes showed that parental attitudes predicted each other at a high level; Correlation analyzes also showed that both positive and negative parental attitudes were associated with students' positive feelings and sense of belonging to school at low and moderate levels. In addition, discouraging and punishing parental attitudes and positive parental attitudes towards the academic context were found to be moderately and weakly associated with feeling of belonging to school and positive feeling towards school.

The purpose of this study is to examine the views of secondary school students and parents regarding the use of artificial intelligence technologies in education. The study was conducted using a qualitative design, and a semi-structured interview form was used as the data collection tool. The study group consisted of 19 students and 21 parents enrolled in public schools in the province of Kayseri during the 2024–2025 academic year. The data were analyzed using content analysis, and the findings were tabulated within the framework of themes, categories, and codes, which were supported by direct quotations. The findings revealed that artificial intelligence offers opportunities, such as facilitating access to information in education, providing opportunities for individualized learning, and increasing student achievement; however, it also presents disadvantages and ethical issues, such as inequality of opportunity, data privacy issues, and the risk of dependency. Consequently, it has been determined that infrastructure investments, teacher training, equitable policies, and ethical regulations are crucial for the efficient and reliable use of artificial intelligence technologies in education.