Management of virtual classrooms is significantly more critical now because the usage of online learning has increased due to the COVID-19 pandemic. However, distractions are more prevalent, making it challenging for students to engage and focus. Effective virtual classroom management could lead to the establishment of explicit norms and expectations as well as the provision of assistance for students in an online environment. This study aims to explore and analyse the scholarly peer-reviewed articles on virtual classroom management indexed in the Web of Science (WoS) database. A systematic review is done to explore and analyse academic, peer-reviewed papers for the study, which uses a qualitative research approach. According to some key findings, studies have increased in number with the COVID-19 pandemic; the studies are conducted in Asian countries at most, collections of similar or related works are about self-regulated learning (SRL), and the method of the studies is diverse. The outcomes of the studies are gathered under the themes of virtual classroom management strategies and professional development from scholarly sources. Both the scope and the number of studies on virtual classroom management should rise over time as virtual education becomes more commonplace and academics address these issues. It is crucial to monitor how this topic develops by examining academic databases. The management of virtual classrooms differs from classical classrooms in certain aspects, and these differences lead to the need for new management approaches and models. Besides, training sessions and seminars that are expressly focused on managing virtual classrooms could be available to teachers.

The first quarter of the 21st century has shown us that leadership, as we know it, has not been effective at tackling the changes faced by our planet, or at keeping up with the unparalleled advances in science, technology, and society observed in the last 20 years. To be a leader today requires skill, but not the skill that calls for rigid and disconnected organizations which pay more attention to the leader than to leadership itself. This article suggests adaptive and responsible leadership as the leadership styles needed in our current context. As part of an adaptive and responsible leadership, humility, vulnerability, openness, initiative, integrity, creativity, optimism, excellence, and strength in kindness are the personal traits needed to succeed as a leader in the second half of the 21st century. Leadership today requires forcing ourselves to think seriously about our deepest assumptions and most strongly held values. It requires the courage to examine the principles and beliefs that have limited us in the past and to move forward with a frame of mind fit for the second half of the 21st century

Life Sciences course is important for students to be aware of the problems they will encounter in life and to develop effective solutions, along with academic learning such as reading, writing and basic mathematics. Students are given the opportunity to establish relationships between school and life through activities focused on achievements in the Life Sciences course. In order for students to be equipped with basic life skills, elementary school teachers teach different skills in the curriculum through different studies in their teaching processes. The purpose of this study is to explored the opinions of elementary school teachers regarding the teaching situations of basic life skills in the Life Sciences course. The study was based on the case study design, one of the qualitative research methods. 26 elementary school teachers were interviewed in the study, which was determined according to the criterion sampling method (being a classroom teacher, being a classroom teacher in the first three classes of Life Sciences teaching). The interview form used included three demographic questions and three open-ended questions. Descriptive analysis technique was used to analyze the collected data. As a result of the research, elementary school teachers; It is seen that they prioritize personal care, obey

The emergence of global warming, depletion of natural resources, a growing population, and industrial advancements has led to environmental challenges. In response to these issues, the significance of sustainable practices and environmental education becomes apparent. Environmental education goes beyond imparting knowledge; it involves fostering the necessary attitudes, values, and skills in individuals. The effectiveness of environmental education is best realized through a combination of in-school and out-of-school programs that mutually support each other. Particularly for preschool and primary school children, engaging in nature-oriented games and providing firsthand experiences in natural settings is crucial. Through such activities, children develop positive emotions and learn to treat nature with sensitivity. In the process of environmental education, incorporating activities and methods that enhance an individual's interaction with the environment and foster creative and critical thinking skills is essential. Utilizing creative drama, a contemporary educational approach, is believed to be an effective means of integrating these skills and values into the learning process. This research delves into the exploration of environmental education, the incorporation of the creative drama method in education, and the significance of employing the creative drama method within the context of environmental education. The relevant literature has been scrutinized to gain insights into these aspects. Furthermore, this study also showcases an illustrative environmental education activity plan that utilizes the creative drama method as a central approach. This research investigates environmental education, explores the use of the creative drama method in education, and assesses the significance of employing this method in environmental education through a review of pertinent literature. Furthermore, the study includes a practical demonstration of an environmental education activity plan that utilizes the creative drama method.

The research aims to examine the opinions of trainers working in the Public Education Center about the use of technology in education. The survey model, one of the quantitative research methods, was used in the study. In the study, the survey titled "Use of Technology in Education in Adult Education" developed by the researchers was used as a data collection tool. Croanbach Alpha internal consistency coefficient of the developed survey is .93. The Sample of the study, which used convenience sampling, consisted of 138 master trainers working in Public Education Centers in the District of Muğla in the 2023-2024 academic year. Descriptive statistics and content analysis of open-ended questions were used in data analysis. It was revealed that trainers have positive attitudes towards the use of technology, they have difficulties in the use of technology, and they need to improve themselves more in the use of technology, a significant majority of the participants in the study have not taken a course, seminar or course on the use of technology in education so far, and they see the use of technology in their courses as an important need. According to the total scores of the survey on the use of technology in education, there is no significant difference in the trainers' professional experience, branch, and educational status. Trainers in Public Education Centers should be informed about accessing resources related to their course areas and share them with their trainees by examining MoNE's HEMBA platform.

One of the crucial components of learning a foreign language can be willingness to communicate (WTC). Language learning and competency are enhanced considerably when learners are motivated and willing to establish communication in the target language. Accordingly, it is critical in the development of EFL learners’ foreign language skills since it promotes active engagement, boosts confidence, and fosters cultural awareness, all of which contribute significantly to their overall proficiency in the target language. Based on these explanations, this current study attempts to explore the WTC among secondary school students. Adopting a quantitative methodology, 86 students from a secondary school were included in the study according to convenience sampling. For data collection, the Willingness to Communicate Scale was utilised to assess the students’ levels of WTC. Despite the predominantly low-level emergence of the WTC, findings demonstrated a range of WTC among individuals, suggesting varied possible approaches to learning a foreign language. The implications of the findings for language educators, curriculum developers, and educational policymakers are discussed, emphasizing the importance of creating an environment that fosters and supports students’ willingness to communicate.