Editorial

Abstract

Dear readers,

We are delighted to publish the first issue of 2026. I would like to express my gratitude to our editorial board, reviewers, and authors for their support, insights, and suggestions for our journal, QIETP. I also encourage you to submit your research and theoretical studies in the field of education to QIETP for future issues. This issue features three articles: two research articles and one review article.

The first study is a descriptive phenomenological study by Neslihan Er and Naciye Aksoy titled “Experiences of Science Teachers Regarding the Effects of Generative Artificial Intelligence Use on Education and Teaching Processes.” The study examines science teachers’ experiences regarding the use of generative artificial intelligence (GenAI) in teaching and learning processes, as well as the meanings they attribute to these experiences. The study is noteworthy for its relevance and interest in the context of GenAI and science education

The second study in this issue is a research article by Davut Atış titled “Comparative Analysis of the Digital Teacher Competency Framework within the Digital Ecosystem for Teacher Training (DETT) Project and International Digital Competence Standards,” based on document analysis. In his study, Atış compares the Digital Teacher Competency Framework with three internationally recognized frameworks (DigCompEdu, ISTE, UNESCO) related to teachers’ digital competencies, focusing on structural and conceptual alignments and differences in this comparison. Given its comprehensive evaluation of digital teacher competencies through qualitative document analysis, this study has the potential to capture the interest of our readers.

The final article in this issue is a review article by Merve Nihan Ertekin Kaya titled “A Theoretical Framework for Longitudinal Qualitative Research in Music Education.” The study conceptualizes longitudinal qualitative research in the context of music education and discusses the potential of this approach for music education. The study is considered significant particularly for its provision of a framework for longitudinal arts-based research.