https://un-pub.eu/ojs/index.php/ijntss <p align="justify"><strong>International Journal of New Trends in Social Sciences (IJSS)</strong> is a multi-disciplinary, peer-reviewed, open-access journal that provides a scientific platform for presenting and discussing new trends and issues in social sciences. It is an international journal intended for professionals and researchers in all fields of social sciences. The journal publishes original research, surveys, and review articles of all the disciplines of social sciences and it comprises comprehensive leading and current trends in social sciences.</p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to IJNTSS Journal should neither be published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> BIRLESIK DUNYA YENILIK ARASTIRMA VE YAYINCILIK MERKEZI en-US International Journal of New Trends in Social Sciences 2547-8842 <p>Authors who publish with this journal agree to the following terms:</p> <ol type="a"> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See&nbsp;<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li> </ol> https://un-pub.eu/ojs/index.php/ijntss/article/view/9773 <p>This paper investigates the intersection of artificial intelligence (AI) and differentiated instruction (DI) through the framework of Gardner's theory of multiple intelligences in language education. With increasing diversity in learners' linguistic backgrounds, cognitive profiles, and proficiency levels, the need for personalized language teaching is more critical than ever. This study explores how AI-powered adaptive learning platforms and multimodal systems can facilitate differentiated instruction by responding to learners' dominant intelligences, linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Through systematic analysis of 15 empirical studies, three longitudinal case studies, and a comprehensive examination of 42 AI-powered language learning platforms, this research demonstrates significant improvements in learning outcomes when AI tools are aligned with learners' intelligence profiles. Results indicate 23-45% improvement in retention rates, 67% increase in learner engagement, and 89% teacher satisfaction with AI-enhanced differentiated approaches. By analyzing practical applications, case studies, implementation frameworks, and ethical considerations, the paper offers both a theoretical foundation and actionable guidance for educators and policymakers seeking to implement inclusive, AI-driven language instruction strategies in diverse educational contexts.</p> <p><strong><em>Keywords:</em></strong> Adaptive learning; artificial intelligence; differentiated instruction; educational technology; language education; multiple intelligences; personalized learning</p> Aslican Copur Bilgi Copyright (c) 2025 International Journal of New Trends in Social Sciences https://creativecommons.org/licenses/by-nc-nd/4.0 2025-05-30 2025-05-30 9 1 1 13 10.18844/ijss.v9i1.9773 https://un-pub.eu/ojs/index.php/ijntss/article/view/9775 <p>This study investigates primary school students' perspectives on parental involvement in the educational process, emphasizing communicative competence between students and parents. While parental engagement is widely acknowledged as critical to students' academic and social development, there remains a gap in understanding how students perceive their parents' roles and communication practices within the school context. Addressing this gap, the study aimed to assess students’ communicative competence with parents and to explore teachers’ insights on familial communication dynamics. Employing a mixed methods approach, data were gathered from 80 fifth-grade students and 4 classroom teachers across public and private schools. Quantitative data were collected using a validated communicative competence scale and analyzed with statistical software. Qualitative data were derived from semi-structured interviews with teachers and examined through descriptive analysis. Results indicated no significant differences in students’ communicative competence levels based on gender or school type. However, qualitative findings revealed that while many students displayed effective communication skills, some experienced challenges stemming from parental disengagement. These findings highlight the importance of fostering consistent and supportive parental involvement and offer implications for educators seeking to enhance family-school communication strategies.</p> <p><strong><em>Keywords:</em></strong> Communication; education; mixed methods; parental involvement; primary students</p> Zalihe Maniogullari Zehra Ozcinar Copyright (c) 2025 International Journal of New Trends in Social Sciences https://creativecommons.org/licenses/by-nc-nd/4.0 2025-05-30 2025-05-30 9 1 14 30 10.18844/ijss.v9i1.9775