<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Fatma Erdogan</style></author><author><style face="normal" font="default" size="100%">Tayfun Tutak</style></author><author><style face="normal" font="default" size="100%">Mehmet Polat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS’ AI LITERACY AND ETHICAL USE OF INFORMATION TECHNOLOGIES ON THEIR ETHICAL REFLECTIONS ON AI</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial intelligence (AI) ethics</style></keyword><keyword><style  face="normal" font="default" size="100%">artificial intelligence (AI) literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">information technology (IT)</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765165</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The growing presence of artificial intelligence (AI) in education raises critical questions about teachers’ AI literacy and ethical reflection. This study aims to examine the effects of pre-service science and mathematics teachers’ AI literacy and their ethical use of information technologies on their ethical reflections on AI. The study, designed as a correlational survey, included 219 pre-service science and mathematics teachers from a university in Eastern Türkiye. Data were collected using three instruments: the Artificial Intelligence Literacy Scale, the Information Technologies Ethical Use Scale, and the Artificial Intelligence Ethical Reflection Scale. The findings indicate that, although pre-service teachers demonstrate high levels of knowledge in the technical and critical dimensions of AI, they remain at a moderate level in translating this knowledge into practical application and in engaging in ethical reasoning. Structural equation modelling results indicate that AI literacy significantly and directly influences ethical reflection on AI, whereas the ethical use of information technologies constitutes a weaker predictor. The mediation analysis further reveals that general ethical use of information technologies does not play a significant mediating role in the relationship between AI literacy and ethical reflection on AI.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">22-38</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tayfun Tutak</style></author><author><style face="normal" font="default" size="100%">Fatma Erdogan</style></author><author><style face="normal" font="default" size="100%">Mehmet Polat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SUSTAINABILITY CONSCIOUSNESS AMONG STEM EDUCATORS AND ITS LINKS TO AGRICULTURAL AND CLIMATE CHANGE AWARENESS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">agricultural awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">climate change awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword><keyword><style  face="normal" font="default" size="100%">structural equation modelling</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability consciousness</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1793131918.pdf </style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Global climate and food security crises make sustainability competencies among STEM educators increasingly critical. This study examined structural relationships among science and mathematics teachers’ sustainability consciousness, climate change awareness, and agricultural awareness. Using a correlational survey design, data from 482 teachers in eastern Türkiye were analysed through structural equation modelling and multi-group confirmatory factor analysis. The sample comprised 269 science teachers and 213 mathematics teachers. Results showed that sustainability consciousness positively and significantly predicted both climate change and agricultural awareness, and that climate change awareness partially mediated the effect on agricultural awareness. Although overall awareness levels clustered in the moderate range, the pedagogical competence and classroom implementation dimensions for agricultural topics remained low, indicating a gap between cognitive readiness and practice. Multi-group confirmatory factor analyses supported measurement invariance across science and mathematics teachers. Overall, teachers can conceptually connect climate and agriculture issues, yet they lack the procedural and pedagogical tools to enact this knowledge in classrooms (“Green in Theory, Brown in Practice”). Teacher education should therefore move beyond raising environmental knowledge and systematically strengthen pedagogical content knowledge with practice-based training for climate–agriculture instruction.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">899-922</style></section></record></records></xml>