International Online Journal of Primary Education (IOJPE)

Message from the Editor

Prof.Dr. Nergüz BULUT SERİN (Editor in Chief) — Mon, 29 Sep 2025 00:00:00 +0000

I am very pleased to inform you that we have published the third issue in 2025. As an editor of International Online Journal of Primary Education (IOJPE), this issue is the success of our authors, very valuable reviewers who undertook the rigorous peer review of the manuscripts, and those of the editorial board who devoted their valuable time through the review process. In this respect, I would like to thank to all reviewers, researchers and the editorial board members. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE). For any suggestions and comments on IOJPE, please do not hesitate to send me e-mail. The countries of the authors contributed to this issue (in alphabetical order): Australia, Canada, Indonesia, Japan, North Cyprus, and Turkey.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The complete issue

The Complete Issue : volume 14 issue 3 2025 — Tue, 30 Sep 2025 00:00:00 +0000

The Complete Issue : volume 14 issue 3 2025

DAILY MEDITATION VERSUS EMOTIONAL FREEDOM TECHNIQUES: A PILOT AUSTRALIAN PRIMARY SCHOOL TRIAL

Peta STAPLETON, Angela DOUGLAS, Matthew D. BLANCHARD — Tue, 30 Sep 2025 00:00:00 +0000

This pilot study compared the effects of daily mindfulness meditation and Emotional Freedom Techniques (EFT) tapping on the emotional and behavioral regulation of 5-year-old children over a three-week period. Participants were divided into two groups, each receiving one of the interventions. Self-regulation, happiness, and life satisfaction were assessed weekly using validated measures. Results indicated that both interventions significantly improved self-regulation, however, no significant changes were observed in happiness and life satisfaction for either group. The findings suggest that while both mindfulness meditation and EFT tapping can enhance self-regulation in young children, longer intervention periods may be warranted for the other constructs. These results have implications for the implementation of mental health programs in early childhood education, highlighting the potential of both meditation and EFT practices to support emotional resilience from a young age.

Keywords: Meditation, emotional freedom techniques (EFT), children, emotional regulation.

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LANGUAGE LEARNING AND INTERCULTURAL AWARENESS: INSIGHTS FROM A PRIMARY SCHOOL SYNCHRONOUS VIRTUAL EXCHANGE

Shinji OKUMURA — Tue, 30 Sep 2025 00:00:00 +0000

This study examines the perceptions of Japanese primary school students during a synchronous cross-cultural virtual exchange (VE) with Australian peers. The participants included 152 sixth-grade Japanese students and 130 Australian students (63 in fifth grade and 67 in sixth grade). Using Google Meet, students shared information about their locations and the weather, practicing both Japanese and English language skills. Afterward, the Japanese students evaluated their Australian peers’ English comprehension and reflected on their exchange experiences. Descriptive statistical methods were applied to the quantitative data, while qualitative responses were analyzed using KH Coder, a text-mining tool for linguistic and content analysis. The results were largely positive, with many Japanese students reporting that they understood the Australian students’ English. The VE enhanced cross-cultural understanding by highlighting both similarities and differences. However, the study also identified challenges related to using and understanding a foreign language in real-time exchanges. These findings provide valuable insights for educators and policymakers, offering practical guidance for integrating VE into curricula to support language development, intercultural awareness, and effective teaching practices.

Keywords: Virtual exchange, cross-cultural communication, language learning, intercultural awareness, primary education.

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EARLY CHILDHOOD EDUCATION STUDENT-TEACHERS EXPERIENCING VIRTUAL MATH MAKERSPACES: ORGANIZING PLAYFUL LEARNING ENVIRONMENTS

Anjali KHIRWADKAR, Shannon WELBOURN, Candace FIGG — Tue, 30 Sep 2025 00:00:00 +0000

This study investigates the integration of makerspaces in early childhood education. It emphasizes the impact of play-based learning on children’s cognitive development and attitudes towards learning. Quality early childhood learning encourages positive attitudes toward learning and school, fostering strength, confidence, and resilience. The study focuses on implementing makerspaces, defined as environments for creative exploration and cognitive engagement through play. Participants in a Bachelor of Early Childhood Education (BECE) program engaged in a virtual, mathematics-focused makerspace. This study aimed to understand participants’ perceptions of makerspaces as effective learning environments for early learners. Participants were tasked with taking part in making activities like coding, beading, origami, and 3D construction, which connected mathematical concepts to real-world applications. Results indicated that makerspaces support the development of technological, pedagogical, and content knowledge (TPACK). Participants also found these environments promoted digital literacy, confidence, creativity, critical thinking, and fine motor skill development. The study further highlighted the role of makerspaces in building learning communities involving children, parents, and teachers, and the significance of incorporating technology in early childhood education.

Keywords: Math makerspace, early childhood education, TPACK.

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THE FUTURE OF AI IN TURKISH LANGUAGE TEACHING FROM THE TEACHER’S PERSPECTIVE: WHAT HAPPENS IF TEACHERS TURN INTO AI?

Dilan KALAYCI ALAS , Ahmet PEHLİVAN — Tue, 30 Sep 2025 00:00:00 +0000

In this research, it is aimed to examine the opinions of teachers about the use of AI (artificial intelligence) and AI-supported tools in Turkish language teaching. The data for this qualitative study were collected through semi-structured interviews in Northern Cyprus context. The data were divided into codes, categories were formed from the codes, and the categories were grouped under four themes. At the end of the research, it was found out that Turkish language teachers have positive opinions about the integration of AI and AI-supported tools into Turkish language teaching. The teachers believe that artificial intelligence can be used effectively in measurement and evaluation, content creation, exercise development, reinforcement and application activities. Although attitudes are mostly positive, very few teachers have experienced AI‑assisted language teaching tools in practice. At the same time, a minority of the teachers expressed concerns, especially about the suitability of AI for the structure of Turkish grammar, a potential decrease in creativity and a decrease in human interaction during learning. In conclusion, suggestions were presented.

Keywords: Turkish, language teaching, teacher, artificial intelligence.

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eTWINNING AS A COLLABORATION PLATFORM IN EDUCATION: eTWINNING PROJECTS IN LANGUAGE EDUCATION IN THE CONTEXT OF TEACHERS' VIEWS

Aslı MADEN, Mevhibe Kübra HANÇER — Tue, 30 Sep 2025 00:00:00 +0000

The eTwinning activities carried out through the European School Education Platform are an exemplary model of integrating technology and curriculum in education. This platform, which the European Commission supports, fosters collaboration between educators and students at both national and international levels. Through this platform, students encounter diverse cultures and enhance their language skills. Using project-based learning in this context fosters the acquisition of 21st-century skills, including critical thinking, creativity, collaboration, and communication. However, research focusing on the role of eTwinning projects in language education is limited. The present study aims to examine the effects of eTwinning projects (a network-based learning environment supported by the European Union) on language education, based on teachers' views. The research utilised the case study method, a qualitative research design. The study's participants included 48 English language educators working within the city center of Bayburt. The study's findings were collected using semi-structured interviews, providing a comprehensive overview of the participants' perceptions. The analysis of the findings showed that most respondents found eTwinning projects to be effective in the context of language education. Consequently, the study findings suggested organizing seminars on new research and regulations, coordinating eTwinning projects, making planning announcements, and ensuring curricula compliance.

Keywords: European Union, eTwinning, language education, teacher.

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INVESTIGATION OF THE EFFECT OF PARENTAL SUPPORTED PRIMARY SCHOOL PREPARATION PROGRAM

Nilüfer YİĞİT, Elif MERCAN UZUN — Tue, 30 Sep 2025 00:00:00 +0000

The aim of this research is to evaluate the effects of the "Parental Supported Primary School Preparation" program, which is designed to increase the school adaptation levels of foreign children. The sample consists of foreign children aged 5-6 who attend preschool education in official independent kindergartens and kindergartens in the central districts of Samsun province and are expected to start primary school the following year. A total of 49 foreign children participated in the study. Parents and teachers of the participating children were also included in the research process. As part of the study, the researcher implemented the "Parental Supported Primary School Preparation" program consisting of 28 activities, delivired two days a week for nine weeks, to the foreign children in the experimental group. The children's parents also received training once a week. Peabody Picture and Vocabulary Test, Child Peer Relations Teacher Evaluation Scale, Social Skills Evaluation Scale, Developmental Primary School Readiness Scale, Primary School Readiness Scale, and School Adjustment Teacher Evaluation Scale were used to collect data in the study. At the same time, interviews were held with the parents and teachers who participated in the training program. The data were analyzed using the SPSS 21.0 package program. It was found that the "Parental Supported Primary School Preparation" program, designed to increase children's school readiness and adaptation levels, significantly improves children’s primary school readiness levels. It was also concluded that the program has a positive effect on children’s language skills.

Keywords: Adaptation, primary school, foreign nationality, parental support.

REFERENCES

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DETERMINING FACTORS IN THE UTILIZATION OF ARTIFICIAL INTELLIGENCE: PERCEPTIONS AND BEHAVIORS OF PROSPECTIVE PRIMARY SCHOOL TEACHERS IN COMPLETING SCIENCE ASSIGNMENTS

Tue, 30 Sep 2025 00:00:00 +0000

Artificial Intelligence (AI) holds significant potential to transform education, particularly in teaching methodologies and task completion. This study aims to identify the factors influencing the perceptions and behaviors of elementary education students in utilizing ChatGPT and Gemini to complete science-related assignments. The research design employs a quantitative approach with both descriptive and causal methodologies. Data testing and analysis are conducted using Structural Equation Modeling (SEM), P-value, and Prediction-Oriented Segmentation (POS). Path analysis results reveal that perceived benefits significantly impact perception (.403) and behavior (.406). AI effectiveness significantly affects perception (.303) but minimally influences behavior (.018). Preference for AI usage positively influences behavior (.305), whereas dependence on AI negatively impacts perception (-.050). Restrictions on AI usage reduce perception (-.077) but increase behavior (.115). The p-value analysis indicates that the perceived benefits of AI use significantly influence behavior (.000) and perception (.000), supporting the hypothesis that perceived benefits play a crucial role in enhancing AI adoption and fostering positive attitudes toward its use. Conversely, AI effectiveness significantly affects perception (.000) but not behavior (.862). Dependence, restrictions, and the impact of AI show no significant effects on either behavior or perception, except for AI usage preferences, which significantly influence behavior (.033). Segment analysis reveals that perceived benefits influence behavior in Segment 1 (.510) and perception in Segment 2 (.493). AI effectiveness negatively impacts behavior in Segment 2 (-.633) but shows moderate effects in Segment 1 (.214). Preferences for AI usage exert a more substantial influence on behavior in Segment 2 (.614), while the effects of dependence and restrictions vary across segments. The perceived benefits of AI encourage technology adoption among students, while dependence and restrictions introduce complexities in formulating AI‑based educational policies.

Keywords: Artificial intelligence, ChatGPT, gemini, behaviors.

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