This study aims to examine the experiences of pre-service science teachers in integrating interdisciplinary mathematical modeling (IMM) activities into the 5E instructional model. Conducted as a qualitative case study, the research involved 17 pre-service teachers who were asked to create lesson plans based on the 5E model using IMM activities they had prepared themselves, and their views on the process were collected. The findings of the study indicate that IMM activities were included in the introduction, exploration, and explanation phases of the 5E model. Most of the pre-service teachers stated that IMM activities were effective in understanding and solving real-life problems and emphasized that these activities strengthened the connection between mathematics and science. The results suggest that IMM activities, due to their shared characteristics and objectives with the 5E instructional model, can be effectively used as a learning tool within the 5E framework. This study provides important insights into the effectiveness of interdisciplinary teaching and highlights the importance and necessity of incorporating interdisciplinary education into teacher training programs. For more effective and generalizable results, it is recommended that experimental studies be conducted to investigate the in-class applications of interdisciplinary education.

This study investigates the emerging role of artificial intelligence (AI) literacy and tools in music education through a systematic document analysis of 54 academic and institutional sources published between 2014 and 2025. The primary aim is to identify the place of AI literacy in music education, conceptualize how it can be integrated to maximize educational benefit, and propose a framework that shifts the discourse from “music with AI” to “AI for music.” Using descriptive analysis, seven main themes were identified: categories of AI tools, purposes of AI tools, AI tools in the context of AI literacy, the role of AI tools in music pedagogy, conceptual foundations of AI literacy, pedagogical–creative–ethical contributions of AI literacy, and ethical issues in AI literacy. Based on these themes, a set of “AI literacy grammar rules” is proposed to ensure purposeful, ethical, and pedagogically meaningful use of AI in music education. The findings indicate that AI literacy not only contributes to pedagogical clarity but also fosters creativity, secures ethical responsibility, and promotes cultural inclusivity in music learning environments. The study concludes that AI literacy and AI tools are complementary elements of strategic importance for shaping the future of music education, while highlighting unresolved ethical challenges.

The study aimed to investigate the manifestations of administrative creativity in the performance of the Technical University of Palestine in the presence of the Ramallah branch from the viewpoint of university employees, and to achieve this goal the descriptive approach was used as the most appropriate for that, the study community of all employees at Palestine Technical University was attending the Ramallah branch. 100) employee, and the study was applied to a random stratified sample of (50%); the results of the study indicated that the aspects of administrative creativity in the performance of the Palestine Technical University management were my presence in the Ramallah branch from the viewpoint of university employees was largely available, and also indicated that there are no differences Statistical function due to the variables of D. Head: the type, the academic qualification, and the number of years of experience; the recommendations of the study emphasized the importance of the administration proposing the largest possible number of new ideas to develop administrative performance and develop the professional growth of employees and the need to rely more on teamwork in problem solving by searching for new alternatives to solve problems Instead of the usual solutions.

When looking at the history of education, it is inevitable that education systems undergo change and development universally for all nations due to the dynamics of curriculum development. Similarly, when we examine the history of the Turkish Education System, we see that it has experienced numerous changes. The most recent change was introduced under the name of the 2024 Maarif Century Program. The education system functions as a whole, and naturally, many teaching programs have also undergone change and development. The purpose of this study is to determine Turkish teachers’ opinions about the Turkey Century Maarif Model Turkish Teaching Program. The study employed the basic qualitative research design, one of the qualitative research patterns. The study group consisted of Turkish teachers working in various provinces of Turkey during the 2024-2025 academic year. Data were collected through a semi-structured interview form prepared by the researchers. Seven teachers working within the Ministry of National Education (MEB) participated in the study. To analyze the data obtained from this research, the deductive qualitative data analysis technique was used. According to the results derived from the findings, it was concluded that it is difficult to cover the learning outcomes of the Turkish course within the allotted time. While the learning outcomes related to writing skills were considered ideal for students, those related to listening skills were found to be boring by students. Moreover, the assessment and evaluation approach was reported to be exhausting for teachers, and some skill-based assessment practices were perceived as inefficient by them.