Science, Technology, Engineering, and Mathematics (STEM) education is a newly emerged paradigm which focuses mostly on science and mathematics disciplines, but which also includes technology and engineering (Bybee, 2010b). STEM education is considered a means to help individuals develop different strategies in order to solve interdisciplinary problems and gain skills and knowledge in order to sustain scientific leadership and economic growth in the United States (Lacey & Wright, 2009). Recent reports indicate that the next generation is not prepared to respond either to current demands or to those of the future (National Research Council [NRC], 2011). International indicators (e.g., TIMMS and PISA) report that US students exhibit a low level of performance in mathematics and science. In addition, there has been witnessed a decrease in the number of graduates from STEM fields (NRC, 2011;

Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students.  Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.

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