In Türkiye, such structured models are not yet prevalent, and the suitability of current programs for FNS remains underexplored. However, similarly structured programs for FNS from other countries are

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Yabancı Uyruklu Öğrenciler İçin Öğretim Programı Uygulamalarında Karşılaşılan Zorluklar: Antalya Örneği (2026) · doi

  In Türkiye, such structured models are not yet prevalent, and the suitability of current programs for FNS remains underexplored. However, similarly structured programs for FNS from other countries are lacking. It underscores that language instruction alone is insufficient and advocates for integrated approaches addressing social, emotional, and cultural dimensions.

  Keywords: structured programs rkiye models prevalent suitability current remains underexplored similarly countries lacking underscores language instruction
• A Descriptive Content Analysis of Artificial Intelligence Studies with Primary and Pre-Service Primary School Teachers in Türkiye (2026) · doi

  The limitations of this research can be summarized as follows: First, the geographical scope of the study is centered on Türkiye-based publications. While this focus provides a specialized understanding of the Turkish primary education system, it naturally excludes international comparisons in the field. 620 A Descriptive Content Analysis of Artificial Intelligence Studies with In-Service and Pre-Service Primary School Teachers in Türkiye Second, the study was intentionally designed to focus on research involving in- service and pre-service primary school teachers. Consequently, other dimensions such as curriculum analyses, student-centered studies, or mixed participant groups were outside the scope of this review. While this allowed for an analysis of teacher-related data, it does not represent the entire primary education ecosystem. Lastly, the final dataset (n=25) indicates a lower representation of pre-service teachers compared to in-service teachers. This disproportion reflects the current availability of studies in national databases, yet it limits the comprehensiveness of the findings regarding different stages of the teaching career. Additionally, the descriptive nature of the existing literature prevented a meta-analysis on the numerical effectiveness of specific AI tools.

  Keywords: service primary teachers scope centered rkiye focus education descriptive school limitations summarized follows first geographical
• The Impact of Artificial Intelligence Applications on Linguistic and Literary Connections Among Turkic Peoples Based on Ethnocultural Codes (2026) · doi

  When research findings and existing limitations are considered together, it is possible to develop recommendations for practitioners and future researchers. In terms of application, Turkology educators should actively use AI tools not only for grammar instruction but also to 219 Rauan Kemerbay et al. process linguistic and literary connections among Turkic peoples within the framework of ethnocultural codes. In this process, it is crucial for educators to consider the depth of content specific to Turkic languages and cultures when selecting AI tools and to integrate these tools consistently with the existing curriculum framework. Furthermore, in curriculum development processes, AI-supported activities should be positioned alongside traditional teaching elements to complement each other. The misconception that any single approach is sufficient should be avoided. Planning short orientation sessions at the start of lessons to support students' readiness to use AI tools can also enhance the application's effectiveness. For future research, conducting repeat studies with larger, more diverse samples in countries where different Turkish languages and cultures are spoken is critical for testing the generalizability of the findings. Adopting longitudinal designs that can track long-term effects is a priority research requirement for revealing the sustainable impact of AI-assisted instruction on lasting learning outcomes and attitude change. In addition, comparative studies examining the effect sizes that vary by type, content format, and interaction patterns of AI applications can make significant contributions to theoretical and applied knowledge in this field.

  Keywords: tools existing future application educators instruction process turkic framework content languages cultures curriculum limitations considered