The study aims to examine the relationship between the need for innovation in schools and their ability to become learning organizations. The study's sample consists of 506 teachers working in primary schools in Kahramanmaraş province during the 2014-2015 academic year. Two different data collection tools were used in the study. The first one is the “Learning Organization Scale”. This scale was developed by Subaş in 2010. The other scale is the “Need for Renewal Scale”. This scale was developed by Inandı (1999) with 53 questions and later re-evaluated by Beycioglu (2004), resulting in a 40-item. The research data were analyzed with SPSS 23.0. The study is a quantitative study suitable for the relational screening model. When the research results are examined, it is seen that the need for innovation is “quite” high in all sub-dimensions. The relationship between being a learning organization and the need for renewal was negative and did not differ significantly across all sub-dimensions. The research is essential for determining the learning organization levels of institutions that need renewal and for revealing those levels.

Within the framework of 2025 being designated as the “Year of the Family,” this study aims to investigate the challenges teachers face in their marital lives and how these challenges are reflected in divorce rates. The research adopts a holistic perspective to examine the professional dynamics and social factors that influence the phenomenon of divorce among teachers. A review of the existing literature reveals a lack of comprehensive analyses concerning teachers, who hold a central role in shaping social structures, and, consequently, a limited availability of statistical data. To address this gap and to capture teachers’ perspectives in depth, a survey was administered to 1,021 teachers across Türkiye. The data were analyzed using the correlational survey model within the framework of quantitative research methodology. Findings indicate that 20% of the sample teachers were divorced, while among married teachers 69,7% were married to another teacher and 30,3% were married to a spouse from a different profession. The research findings indicate that communication problems are the most significant cause of divorce, accounting for % 35.1% in teacher–teacher marriages and % 36.2% in teacher–non-teacher marriages. The results demonstrate that the factors influencing teachers’ marital relationships are multidimensional. Accordingly, the study emphasizes the need to develop comprehensive social, professional, and policy-based support mechanisms to strengthen the institution of the family.

Artificial Intelligence (AI) offers transformative potential for science education in Ethiopian higher education, aligning with the Digital Ethiopia strategy and 70:30 STEM enrollment goals. However, challenges like infrastructure limitations and digital literacy gaps hinder adoption. This study explores its role in reshaping science education, identifies barriers, proposes a framework for integration, and assesses its impact on research and innovation across the science disciplines at Addis Ababa, Jimma, and Wollo Universities. A mixed-methods approach was utilized, incorporating surveys of 100 faculty members and 300 students, 20 semi-structured interviews, and an analysis of relevant documents. Quantitative data were collected to assess the effectiveness of AI tools and determine their impact scores using ANOVA analysis. However, qualitative data explored potential barriers and the practicality of the proposed framework. AI tools like personalized learning (mean score 80.18) and virtual labs (73.96) outperformed traditional methods (65.78), with significant differences (F(2, 297) = 50.48, p<.0001). Barriers included infrastructure (40%), digital literacy (35%), and ethical concerns (25%). With steps like curriculum revision and ethical guidelines, the framework received 82%–88% support. Its role in the research showed impact scores for data analysis (3.80) and simulations (3.63), with innovation lagging. AI can enhance science education and research in Ethiopia, but infrastructure, literacy, and ethical barriers must be addressed for equitable implementation. Prioritize infrastructure upgrades, teacher training, and ethical policies to ensure successful AI integration.

This study examined how the "Solar System and Beyond" unit, delivered outside the classroom, affected students' skills in science, technology, society, and the environment. A pre-test-post-test control group design, a semi-experimental method, was employed. The data were collected using the "Science-Technology-Society-Environment Scale (STSES)." The research involved 70 7th-grade students from a public middle school in the Pamukkale district of Denizli during the 2023-2024 academic year. Students in the experimental group participated in out-of-school activities, including a planetarium visit, an observatory trip, and open-air sky observation. The t-test for independent samples was used to analyze the data. Results showed that the experimental group students demonstrated significant gains in the "Science and Technology" and "Technology" sub-dimensions of the STSES compared to the control group (p < 0.05). No significant differences were observed in the other sub-dimensions or the overall scale.