International Online Journal of Primary Education (IOJPE)

Message from the Editor

Prof.Dr. Nergüz BULUT SERİN (Editor in Chief) — Tue, 30 Jun 2026 00:00:00 +0000

Message from the Editor,

I am very pleased to inform you that we have published the second issue in 2026. 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 The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE).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): Azerbaijan, Greece, and Türkiye.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The Complete Issue : volume 15 issue 2 2026

The Complete Issue : volume 15 issue 2 2026 — Tue, 30 Jun 2026 00:00:00 +0000

The Complete Issue : volume 15 issue 2 2026

A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

Tue, 30 Jun 2026 00:00:00 +0000

Attention-Deficit/Hyperactivity Disorder (ADHD) presents persistent academic and psychosocial challenges across the lifespan. This systematic literature review examines the emerging role of Artificial Intelligence (AI) as a potential supportive tool in addressing these difficulties. Following PRISMA guidelines, nine empirical studies published between 2020 and 2025 were synthesized to evaluate the effectiveness of AI-based interventions. Results indicate that academic interventions, such as electroencephalogram (EEG)-based game frameworks and socially assistive robots, may enhance concentration, task management, and academic performance across primary, secondary, and higher education. Psychosocially, AI-driven tools like digital journaling and mood trackers show promise in promoting emotional regulation and improving quality of life. The synthesis reveals that AI acts as a dynamic cognitive and emotional scaffold, facilitating real-time personalization and non-judgmental feedback. This systematic literature review concludes that AI-based interventions can function as a valuable support framework in specialized education, providing students with ADHD the personalized and adaptive support necessary to achieve their full academic potential and psychosocial resilience.

Keywords: ADHD, artificial intelligence, academic interventions, psychosocial interventions, special education, educational technology.

Ethics and Conflict of Interest

Registration and Protocol; this systematic review was not registered in a public database (e.g., PROSPERO), and a formal review protocol was not prepared prior to the commencement of the study. The review was conducted in strict accordance with the PRISMA 2020 statement guidelines to ensure reporting transparency and methodological rigor. The research complied with ethical principles and there are no conflicts of interest among the authors.

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About the Authors:

Ilias Tsolakidis

Ilias Tsolakidis is a PhD candidate at the Department of Early Childhood Education (Aristotle University of Thessaloniki). He holds a BA in Primary Education and an MSc in Special Education, with research focusing on ADHD. He is also pursuing a degree in Psychology at Aristotle University of Thessaloniki. His research interests include special education, applied psychology in educational settings, and the development of evidence-based interventions for individuals with special educational needs.

Thanos Touloupis

Thanos Touloupis is an Assistant Professor in “Educational Psychology” at the Department of Primary Education of the University of the Aegean (Greece). His research interests concern problematic online behavior of school and university students without and with special educational needs, and on socio-emotional and academic factors associated with this behavior. Additionally, he is interested in the interdisciplinary implementation of related prevention programs in the school community.

Anastasia Alevriadou

Anastasia Alevriadou is a Professor of Psychology at Aristotle University of Thessaloniki. She holds a PhD in Psychology and has extensive expertise in Special Education and Cognitive Psychology. Her academic work includes over 150 publications in national and international journals, seven books, and participation in numerous international research projects. She was a Fulbright Scholar at Ohio State University’s Nisonger Center in 2019 and has served as a visiting professor at several European universities.

Stergiani Giaouri

Stergiani Giaouri is a psychologist and Professor at the Department of Early Childhood Education at the University of Western Macedonia (Greece). Her research focuses on special and inclusive education, neurodevelopmental disorders, psychoeducational assessment, and the psychosocial development and counseling of children and adolescents. She has extensive experience in research, teaching, and professional training, has published widely in peer-reviewed journals, and participates in national and European research projects.

Dimitrios Chasapis

Dimitrios Chasapis is secondary school teacher of Greek Language and Literature and a PhD candidate in the field of “Educational/School Psychology” at the Department of Primary Education at the University of the Aegean (Greece). He has pursued postgraduate studies in Greek literature, in Special Education as well as in Information and Communication Technologies use in Humanities and Social Sciences. His research interests concern students’ problematic use of new technologies, as well as psycho-educational contributors and outcomes.

JOB SATISFACTION AND LIFE SATISFACTION AMONG PRESCHOOL TEACHERS: THE MEDIATING ROLE OF PSYCHOLOGICAL DISTRESS AND THE MODERATING EFFECT OF CAREER STAGE

Tue, 30 Jun 2026 00:00:00 +0000

This study examined the relationship between job satisfaction and life satisfaction among preschool teachers, focusing on the mediating role of psychological distress and the moderating role of the career stage. Data from preschool teachers were analyzed using structural equation modeling (SEM) with a multiple mediation framework including anxiety, depression, and stress. Job satisfaction showed a significant positive association with life satisfaction both directly and indirectly. Among the mediators, stress emerged as the only significant pathway linking job satisfaction to life satisfaction, whereas anxiety and depression did not independently predict life satisfaction when modeled simultaneously. The model explained 35% of the variance in life satisfaction. Multi-group analyses further revealed that these relationships differed across career stages: the direct effect of job satisfaction on life satisfaction was strongest among early-career teachers, while emotional factors became more salient in later career stages. These findings suggest that occupational satisfaction influences overall well-being through both direct evaluative mechanisms and stress-related pathways, and that these processes evolve across professional development. The study highlights the importance of reducing workplace stress and supporting teachers’ psychological health to enhance both professional functioning and life satisfaction.

Keywords: Job satisfaction, life satisfaction, preschool teachers, psychological distress, mediation, structural equation modeling.

Ethics and Conflict of Interest

The study followed the ethical principles of the Declaration of Helsinki and obtained approval from the Ethics Committee of the (blinded for review) (Approval No. T-765). Participants were fully informed about the study procedures and provided written informed consent prior to participation. The authors declare that there are no conflicts of interest regarding the publication of this paper.

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About the Authors

Ulkar Zalova-Nuriyeva

Ulkar Zalova-Nuriyeva is a researcher at the Psychology Scientific Research Institute, Baku, Azerbaijan. She holds a doctoral degree in social psychology and is actively involved in academic research. Her research interests include scale adaptation and validation, psychometrics, and psychological assessment.

Sevil Abbasova

Sevil Abbasova is a developmental psychologist and psychometrics researcher Department of Developmental Psychology at the Psychology Scientific Research Institute in Baku, Azerbaijan. She focuses on the validation of psychological assessments and quantitative behavioral analysis. Her research focuses on data analysis and applied psychology.

Nigar Asgerova

Nigar Asgerova is a researcher and specialist associated with the Psychology Scientific Research Institute in Baku, Azerbaijan. Her work is deeply rooted in educational psychology, focusing on the development and organization of psychological training programs for educators and studentsHer academic interests include the organization of training programs for teachers and students, as well as educational psychology.

Zhala Babazade

Zhala Babazade is a researcher at the Psychology Scientific Research Institute, Baku, Azerbaijan. Her work focuses on data visualization and psychological research methodologies.

Vusala Maharova

Vusala Maharova is a researcher at the Psychology Scientific Research Institute, Baku, Azerbaijan. Her interests include data collection, literature review, and psychological research in educational settings. Her work primarily focuses on the intersection of psychology and education, helping to advance the understanding of student mental health, academic engagement, and pedagogical practices

Chinara Kazimzade

Chinara Kazimzade is affiliated with Azerbaijan University of Languages, Baku, Azerbaijan. Her research interests include applied linguistics and interdisciplinary studies in psychology and education. Her academic and research focus centers on Applied Linguistics, particularly the intersections of psycholinguistics, education, and language acquisition policies.

MEDIATING ROLE OF PRIMARY SCHOOL STUDENTS' RESEARCH SKILLS BETWEEN CAREER CURIOSITY AND WELL BEING

Kamil Arif KIRKIÇ , Osman SÖNER — Tue, 30 Jun 2026 00:00:00 +0000

The career-related curiosity of elementary school students before transitioning to high school may substantially affect their emotional and psychological well-being. Research skills developed during this period can fulfill curiosity and enhance overall well-being. This study investigated how research skills mediate the relationship between career-related curiosity and the emotional-psychological well-being of elementary school students. This study was conducted using a quantitative correlational research design to examine the relationships between career curiosity, research skills, and emotional‑psychological well-being among elementary school students. The sample consisted of 286 students aged 9 to 14 from a district in Istanbul, Türkiye. Data were gathered using the Personal Information Form, the Stirling Children’s Emotional-Psychological Well-being Scale, and the Career Development Scale for Children. Descriptive statistics and correlation analyses were used to inform structural equation modeling, which was used to evaluate the proposed mediation model. The results indicated that career-related curiosity (independent variable) directly influenced emotional-psychological well-being (dependent variable), with an indirect effect fully mediated by research skills (mediator variable). However, when research skills were included in the model, this direct effect became statistically no significant, demonstrating a full mediation effect. In other words, research skills entirely mediated the relationship between career-related curiosity and emotional‑psychological well-being. The study's findings are analyzed in the context of current literature, with suggestions for educational practices and implications for school counselling and career guidance.

Keywords: Career curiosity, research skills, well-being, primary school student.

Ethics and Conflict of Interest

This study was conducted in accordance with the principles of ethical research and the Declaration of Helsinki. Ethical approval was obtained from the İstanbul Sabahattin Zaim Üniversitesi Ethics Committee (Approval Date: 28/07/2023, Decision No: 2023/07). In addition, the necessary permissions to conduct the study in schools were obtained from the relevant educational authorities affiliated with the Ministry of National Education. Since all participants were under the age of 16, written informed consent was obtained from their parents or legal guardians, and voluntary assent was obtained from the students themselves. Participants were informed about the purpose of the study and their right to withdraw from the study at any time without penalty. All collected data were kept confidential, anonymized during analysis, and used solely for scientific research purposes in accordance with data protection and privacy regulations. The authors declare that they have no conflicts of interest.

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About the Authors:

Kamil Arif KIRKIÇ, Assoc. Prof. Dr.

Assoc. Prof. Dr. Kamil Arif Kırkıç is a faculty member in the Department of Educational Sciences, Division of Curriculum and Instruction, at the Faculty of Education, Istanbul Sabahattin Zaim University. His academic work focuses on teacher education, teacher professional development, researcher teacher identity, curricula, quality assurance in higher education, accreditation, and the improvement of teaching-learning processes. He has published in national and international journals and conducted research on topics such as teaching methods, program development & evaluation, quality assurance & accreditation research, teaching quality in higher education, school achievement, learning and teaching, learning motivation, and artificial intelligence in education. He plays an active role in center activities aimed at enhancing the quality of teaching and learning at the university, contributing to academic development programs, faculty professional development, and quality-focused institutional improvement processes.

Osman SÖNER, Assoc. Prof. Dr.

Assoc. Prof. Osman Söner is a faculty member in the Department of Guidance and Psychological Counseling at İstanbul Sabahattin Zaim University, Türkiye. He received his doctoral degree in Guidance and Psychological Counseling and conducts research in school counseling, career counseling, child and adolescent mental health, gifted education, positive youth development, and artificial intelligence applications in counseling. His recent studies focus on career development, psychological resilience, emotional regulation, parenting practices, and technology-assisted psychological interventions. Dr. Söner has published articles in national and international journals and actively participates in interdisciplinary research projects and academic collaborations.

CHALLENGES FACED BY CHILDREN WITH AUTISM SPECTRUM DISORDER IN PARTICIPATING IN PHYSICAL ACTIVITIES

Aslıhan NERGİZ, Durdane ÖZTÜRK, Oner SOYKAN, Deniz AKDAL — Tue, 30 Jun 2026 00:00:00 +0000

Children diagnosed with Autism Spectrum Disorder (ASD) encounter numerous individual, environmental, and social challenges in participating in physical activities. Despite the developmental benefits of physical activity, such as improvements in motor skills, social interaction, sensory regulation, and emotional balance children with ASD often experience limited participation. This limitation not only affects their development but also impacts their families quality of life of. The purpose of this study is to explore the barriers faced by children with ASD in engaging in physical activities, as perceived by parents and professionals working who closely with them. This research employed a qualitative design. Participants included teachers, parents, speech therapists, physiotherapists, and occupational therapists who provide care or educational services to children with ASD. Data were gathered through semi-structured interviews and analyzed using content analysis techniques. Analysis of the data revealed four main themes: individual behavioral characteristics, intensity of environmental stimuli, socio-emotional challenges, and educational/structural deficiencies. Participants emphasized that these factors significantly hinder active participation in physical activities. Additionally, there was a strong consensus on the necessity for individually tailored environments and professional support in physical activity programs. The study concludes that improving physical activity participation among children with ASD requires the implementation of structured, individualized programs that are professionally supported and carefully balanced in terms of environmental stimuli.

Keywords: Autism spectrum disorder, physical activity, participation barriers, environmental factors, social factors.

Ethics and Conflict of Interest

This study was conducted in accordance with the principles of ethical research and the Declaration of Helsinki. Ethical approval was obtained from the Kirşehir Ahi Evran Üniversitesi Ethics Committee (Approval Date: 20.11.2024, Decision No: 2024/13/05). All procedures were conducted in accordance with research ethics principles and the guidelines. The authors declare that they have no conflicts of interest.

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About the Authors:

Aslıhan NERGİZ

Aslıhan Nergiz graduated with a Bachelor's degree in Psychological Counseling and Guidance from Kırşehir Ahi Evran University. She is currently pursuing her Master's degree in Education of Individuals with Intellectual Disabilities at the Institute of Educational Sciences, Anadolu University. Her academic and professional interests include autism spectrum disorder, learning disabilities, and early intervention.

Durdane ÖZTÜRK

Associate Professor Dr. Durdane Öztürk was born in 1984 in the Düziçi district of Osmaniye, Türkiye. She completed her primary, secondary, and high school education in her hometown. Between 2002 and 2006, she earned her Bachelor’s degree in Social Studies Education from the Faculty of Education at Gazi University (Kırşehir Campus). She subsequently completed her Master’s degree in Social Studies Education at the Institute of Social Sciences, Kırşehir Ahi Evran University, between 2009 and 2011, and obtained her Ph.D. in Social Studies Education from the Institute of Social Sciences, Kastamonu University, between 2013 and 2017. In 2020, Dr. Öztürk joined the Department of Turkish and Social Sciences Education, Social Studies Education Program, at Kırşehir Ahi Evran University as an Assistant Professor. She currently serves as an Associate Professor in the Social Studies Education Program within the Faculty of Education at Kırşehir Ahi Evran University. Her research interests include social studies education, controversial issues and their teaching, children’s rights, multiculturalism, and digital literacy. She has published numerous articles in national and international peer-reviewed journals and has presented papers at national and international conferences in these fields. Dr. Öztürk has also contributed as an author and editor to several academic books, including Children’s Rights, Citizenship Education, Alternative Educational Models and Approaches in Social Studies Teaching with Activity Examples, Practice-Based Social Studies Teaching in Primary Schools, Gamification in Education, and Foundations of Social Studies. She is married and the mother of two children.

Öner SOYKAN

Öner Soykan graduated from Kırşehir High School in 2010. In the same year, he enrolled in the Faculty of Sports Sciences at Kırşehir Ahi Evran University, where he completed his undergraduate studies in 2014. He subsequently obtained his Pedagogical Formation Certificate in 2015. In 2017, he began his Master’s studies in the Physical Education and Sports Program at the Institute of Educational Sciences, Sakarya University, and graduated in 2019. Since 2022, he has been pursuing his doctoral studies in the Department of Physical Education and Sports at the Institute of Health Sciences, Gazi University. Since 2021, Soykan has been serving as an administrator in the field of special education and rehabilitation. In this capacity, he has been conducting studies and professional practices focusing on physical activity and sports applications for individuals with special needs.

Deniz AKDAL

Associate Professor Dr. Deniz Akdal graduated from Ankara Ayrancı High School in 2001 and from the Faculty of Education at Gazi University in 2006. Following graduation, he served as a primary school teacher in the provinces of Erzurum, Kars, Sivas, and Kırşehir, gaining extensive teaching experience across diverse socio-cultural and educational contexts. He completed his master's degree in the Department of Primary Education at Kırşehir Ahi Evran University and earned his doctoral degree in the Department of Special Education at Ankara University. During a 13-year period of his professional career, he worked in special education classrooms and Guidance and Research Centers, serving as a specialist in educational assessment and placement processes. Throughout this period, he developed substantial practical expertise in individualized instruction, family counseling, and educational diagnosis and evaluation. In 2019, Dr. Akdal joined the Department of Special Education, Faculty of Education, Kırşehir Ahi Evran University as an Assistant Professor, where he continued his scholarly and research activities in the field of special education. He currently serves as the Head of the Department of Special Education at Kırşehir Ahi Evran University, Faculty of Education, while also undertaking departmental leadership and academic coordination responsibilities. Note: If this text will be used in an international academic CV, university profile, or journal publication, I can further adapt it to a more formal academic biography (academic bio) style commonly used by universities and scholarly journals.

INVESTIGATION OF PRIMARY SCHOOL TEACHERS' VIEWS ON ETHNOMATHEMATICS-BASED MATHEMATICS INSTRUCTION

Burak GÜRBÜZ, Ergün YURTBAKAN — Tue, 30 Jun 2026 00:00:00 +0000

The study aims to examine primary school teachers' awareness, views, classroom practices, and challenges regarding ethnomathematics-based mathematics instruction. The research was carried out with 15 primary school teachers working in the Aegean Region using maximum variation sampling and was designed as a case study, one of the qualitative research methods. Qualitative content analysis was performed on the data collected through the semi-structured interview form. The research data showed that most participants had never heard of the term “ethnomathematics.” Most of them, however, used carpet/rug patterns, local dishes, historical sites, etc. as cultural codes in mathematics lessons. Most of the teachers involved in the research stated that the implementation of ethnomathematics-based practices could enhance children’s interest in and motivation for the lesson. Moreover, based on the interviews about the textbooks used by the teachers, the teachers stated that the existing textbooks were not sufficient to reflect local culture. In addition, according to the teachers, systemic factors such as curriculum density, time constraints, and a lack of materials were the main impediments to implementation. The study found that although the teachers lacked theoretical knowledge of ethnomathematics, they incorporated cultural elements through their pedagogical intuition. In this context, the study suggests that practical workshops should be organized for teachers and that digital and printed materials specific to local culture should be provided.

Keywords: Ethnomathematics, primary school teachers, mathematics education, teacher views.

Ethics and Conflict of Interest

This study was approved by the Ethics Committee of Uşak University. The ethics approval was granted on 15.01.2026 under the protocol number 2026-13. All procedures involving human participants were conducted in accordance with institutional and national ethical standards, the Helsinki Declaration, and applicable regulations. Informed consent was obtained from all participants. The authors used Gemini solely for language refinement and grammar correction during the revision process. No AI tool was used to generate research ideas, theoretical content, data, analysis, or interpretations. All substantive intellectual contributions were made by the authors. The authors declare no conflict of interest.

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About the Authors:

Burak GÜRBÜZ

Burak Gürbüz received his Bachelor's degree in Primary Education from Dokuz Eylül University, Türkiye, in 2015. He earned his Master's degree in Classroom Teaching from Uşak University, Türkiye, in 2024. He is currently pursuing his Doctoral degree in Education at Uşak University, Türkiye. He also serves as a vice principal at Karaağaç Ahmet Karakaş Primary School, Türkiye. His research interests include Literacy Education, Technology-Integrated Teaching, and Writing Instruction.

Ergün YURTBAKAN

Ergün Yurtbakan received his Bachelor's degree from Kafkas University, Türkiye, in 2007. He earned his Master's degree from Karadeniz Technical University, Türkiye, in 2017. He completed his Doctoral degree at Trabzon University, Türkiye, in 2022. He currently serves as an Assistant Professor and Vice Dean in the Department of Primary Education at Uşak University, Türkiye. His research interests include Literacy Education, Mathematics Education, and Gifted Education.