This study aims to determine the views of preschool teachers to ensure social justice by increasing the lifelong learning competencies of refugee students and their parents by using a case study design from qualitative research methods. The study group of the research consists of 30 preschool teachers working in Spain, Lithuania, Sloveniaand Turkey, who were selected through purposive sampling method. In the study, a structured interview form developed by the researchers was used and the data obtained were analyzed through descriptive and content analysis. The data were analyzed using the MAXQDA 2020 program. Based on the views of preschool teachers, the study revealed that the most important problem faced by refugee students and their parents are language barriers and cultural adaptation. This view is followed by trauma caused by displacement. According to the teachers, understanding cultural differences, empowerment, encouraging and supporting social participation, and providing equal educational opportunities to students can be effective in preventing social discrimination and inequality. As a result of the research, it is recommended that schools provide cultural sensitivity training for educators to help refugee students better understand their backgrounds and experiences, and expand bilingual education resources by implementing intensive language learning programs that focus on rapid language acquisition for refugee students.

Child protection services aim to safeguard children from all forms of risk and involve interdisciplinary efforts. The use of artificial intelligence (AI) in the quest to protect children has also come to the forefront. This study seeks to determine how AI is utilized within child protection services. Designed as a systematic review, this study searched the Web of Science and Scopus databases for English-language articles using the terms "child protection", "child welfare", and "children’s services" in conjunction with "artificial intelligence". The search yielded 96 sources, and after reviewing the abstracts, titles, and contents, 10 papers were included in the study. The main findings are as follows: AI-supported tools/models have been developed for use in child protection services in various countries such as the United States, Denmark, and Finland. Due to ethical debates, the use of some of these tools has been halted or their use has been changed. Studies examining the use of AI in child protection services have highlighted the benefits, harms and risks of AI. Ethical discussions regarding the use of AI in child protection services continue. In conclusion, AI can be utilized in risk assessments, predictions, and decision-making within child protection services. The benefits of AI in alleviating the increasing workload in child protection services should not be overlooked. However, it is deemed necessary to take into account the judgements of human intelligence of expertise-based evaluations rather than depending entirely on AI.

This study, purposed to reveal the level of classroom teachers' implementation of discipline models, is in descriptive survey model. The research was conducted with 137 classroom teachers working in public schools in Efeler district of Aydın province in 2013-14 academic year. “Personal Information Form” and ‘Classroom Discipline Models Scale’ were used to collect the data. Descriptive and evidential statistical techniques were used to analyze the data. As a result of the research, it was determined that classroom teachers applied Effective Teaching at the highest level, followed by Logical, Kounin, Behavior Change, Glasser and Canter Models, respectively. The level of classroom teachers' implementation of classroom discipline models did not show a significant difference according to their educational status; however, it showed a significant difference according to the variables of gender, age, marital status, seniority, grade level and number of students in the class. Various suggestions were made such as continuing to use preventive approaches in classroom management, investigating the reasons for the differences according to variables, and conducting qualitative research on the application of classroom discipline models.