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With the system changes made in 2012 in Turkey, the fifth grade was transferred from the primary school level to the secondary school level. For this reason, secondary school teachers were forced to teach mathematics courses to a group of students they had never met before. Fifth-grade students do not deal with algebra and cannot use equations to solve problems. However, sixth-, seventh-, and eighth-grade students can benefit from algebra in problem-solving. In this context, non-routine problem-solving activities were used for the development of preservice secondary school mathematics teachers' problem-solving skills appropriate to the fifth-grade student level. The participants of the study were composed of 65 third-year preservice teachers studying in the secondary mathematics education department of a university in Turkey. A total of 12 non-routine problem-solving activities were conducted with the preservice teachers. A Problem-Solving Task consisting of 10 problems and semi-structured interviews were used as the data collection tools. At the end of the study, there was a positive development in both the problem-solving content knowledge and pedagogical problem-solving knowledge of the preservice teachers. In the interviews, the preservice teachers stated that the activities developed problem-solving skills appropriate to the fifth-grade level.

Learning science requires students to conceptualize complex scientific concepts, discover scientific facts, and share ideas with others. In this process, scientific vocabulary and language of science help students develop their understanding of science. Given the interlink between language and conceptual development, the current study aimed to improve seventh-grade students' scientific vocabulary and communicative interactions using teaching materials designed for the "cell and divisions" subject. Through an embedded mixed research design, the study was conducted with 31 (21 girls, 10 boys) students (aged 13-14 years) drawn from a middle school in the city of Trabzon, Türkiye. A scientific vocabulary test, observation form, and video recordings were used to collect data. The findings showed significant improvements in students' scientific vocabulary and communicative interactions. Future studies should examine the effect of students' scientific vocabulary on communicative development.

Purpose: This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity. Methods: A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method. Results: Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support. Conclusion: The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.

This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out-of-school engagement with English, so-called Extramural English (EE) activities. It involved three stages -- pilot study, exploratory factor analysis, and confirmatory factor analysis -- followed by measuring the test-retest reliability and known-groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32-item EE Scale that loaded onto eight factors: "EE Digital Creativity," "Gaming," "Internalized," "Music," "Niche Activities," "Reading" and "Listening," "Social Interaction," and "Viewing." Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in "EE Music," "Viewing" and "Reading and Listening." Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context-specific nature of EE.

Aim: The purpose of this paper is to identify teacher-level latent profiles of open innovation mindset and explore how these profiles moderate the effects of leader-member exchange on their exploitation and exploration activities. We also aim to investigate the indirect effects of principal transformational leadership on exploration activities via leader-member exchange. Research Design: Using a sample of 3,075 teachers working in 261 schools from 12 provinces across Türkiye, this study, first, employed a moderation analysis with latent profiles variables and, second, conduct a two-level structural equation model. Findings: Latent profile analysis produced three types of teacher mindset profiles: growth, average, and fixed. Findings indicate the quality of the dyadic exchange with the school principal did not influence engagement in exploitation activities of teachers with a growth mindset, whereas it contributed to the exploration activities of those teachers. Our results showed that when teachers perceived that their principal exhibited a higher level of transformational leadership behavior, they were more likely to have a higher leader-member exchange, which in turn increased the teachers' exploration behavior. Implications: This study highlights both exploitative and explorative activities are facilitated by high-quality work-related social processes within the school, and we need to recognize affective and relational contexts in the schools, as they are primarily social institutions.

Distance learning, online learning and hybrid learning models have been a part of language education for a long time. The adoption of these models and research focusing on related phenomena have become even more frequent since the breakout of the COVID-19 pandemic in 2019. This mixed-method study examines the relationship between online learning self-efficacy and online self-regulation of preparatory class English as a Foreign Language (EFL) learners to provide a picture of the learners' perspective regarding the online segment of the hybrid education system that was in effect during the mentioned era, to provide deeper insights regarding learner perceptions during such times of emergency. Turkish adaptations of the Online-Learning Self-Efficacy Scale and Online Self-regulated Learning Questionnaire were utilized as data collection instruments. To validate and expand the content of quantitative findings, semi-structured interviews were conducted with a selected group of participants. The findings reveal that preparatory year Turkish EFL learners perceive themselves to be self-efficacious and self-regulated at a satisfactory level in online learning environments. The study provides insight into the learners' perceptions during this period and contributes to filling a significant gap within the field as well as offering new perspectives in case we face similar conditions in the future.

The purpose of this study was to analyse emotional regulation and psychological resilience in adolescents, exploring various variables and their interrelationships. A descriptive and relational survey model was used in the study, which included a sample of 967 adolescents in Turkey. Data were collected using a "Personal Information Form," the "Emotion Regulation Scale for Adolescents" and the "Adolescents Psychological Resilience Scale." The results showed that adolescents' psychological resilience differed according to gender and maternal education level, while emotional regulation strategies differed according to gender, socioeconomic level and parental education level. There was a relationship between adolescents' psychological resilience and their internal functional emotional regulation strategies. Furthermore, factors such as peer support, school support, adjustment and empathy were found to be effective in improving adolescents' emotional regulation strategies.

Educational activities are significant in that they have an important place in the life of the individual and support mental health. In this study, the relationship between mindfulness and academic buoyancy and the mediating role of academic hope were examined in a longitudinal research study. Data were collected from 287 Turkish university students who participated in the study at 4-month intervals. An autoregressive analysis of the cross-lagged panel model for a half-longitudinal design was used to test the role of academic hope as a mediator in the relationship between mindfulness and academic buoyancy. The results revealed the direct effect of mindfulness on academic hope and academic buoyancy. In addition, academic hope was found to have a mediating effect on the relationship between mindfulness and academic buoyancy. It was, therefore, concluded that improving mindfulness practices may benefit people from both an academic and spiritual perspective.

In the study reported on here we used a qualitative case study design to examine the self-control and self-monitoring behaviour of gifted learners in problem-solving processes. We selected 3 gifted secondary learners using the purposeful sampling method. For the study, each learner completed 10 individual problem-solving sessions. A think-aloud protocol as well as observations and interviews were used in each problem-solving session. The gifted learners displayed various and intertwined self-control and self-monitoring behaviour to read, understand, and solve the problems, and to find and verify the answer. They also displayed this behaviour much more frequently in problems that required using visual drawings and/or had long texts. The gifted learners left or adapted self-control behaviour when the behaviour did not work for solving mathematical problems. They made decisions regarding self-control behaviour by means of the self-monitoring process. The participants presented insistent, quick, flexible, and fluent actions for both self-control and self-monitoring processes. Based on our findings, we propose a portrait of gifted learners' self-regulative behaviour in the mathematical problem-solving process.

This paper examines the underexplored implications of long-term international academic mobility on the lives of Turkish academics in the United Kingdom (UK). Within this international context, the study probes how ethnicity, gender, and religion intersect to shape these migrant academics' experiences while working at UK higher education institutions (HEIs). Grounded in social constructivism and employing intersectionality as a theoretical framework, the methodology entails 50 semi-structured interviews analyzed through NVivo to uncover thematic insights into the experiences of UK-based Turkish academics. This paper discusses the experiences of UK-based Turkish academics across two distinct yet interconnected spheres: the professional and the social. The professional sphere centers on the opportunities and challenges associated with an academic career in the UK, while the social sphere critically examines the societal dimensions of this career path. Here, intersecting identities emerge as pivotal forces, shaping these academics' experiences in profound and nuanced ways. The main finding reveals a "Whiteness threshold" impacting the integration and success of Turkish academics. Those who pass this threshold experience professional recognition and inclusion, while others face discrimination, isolation, and estrangement. This study contributes to comparative and international higher education by offering fresh insights into the diversity of migrant academic experiences, which are intricately shaped by various intersecting characteristics and identities. Consequently, the study advocates for nuanced policy considerations that recognize and address these diverse experiences.

We are two women international students from the Global South, situated in Turkey and the U.S. respectively. In this article, we utilize autoethnography to critically reflect on our intellectual, emotional, linguistic, and cultural growth during a virtual exchange program that we participated in during the COVID-19 pandemic. Through this co-exploration, we re-reflect on and analyze our experiences as participants in a COIL program to consider, more broadly, the evolution and trajectory of virtual mobility in an uneven knowledge landscape. Collectively, we improved our English language skills through our exchange, while simultaneously resisting a deficit orientation of English language learning. We also expanded our epistemic and discursive horizons, learning about the vibrant and thriving cultural traditions, thought traditions, and religious/spiritual traditions of Turkmenistan and India, our home countries. Through technologies such as Zoom and WhatsApp, we discovered each other's personalities and backgrounds, centering sisterhood along the way. We framed our analysis through a critical internationalization perspective, delineating the challenges and limitations of virtual exchanges and arguing for equitable, transformative exchanges that honor southern epistemologies.

This study aims to explore the influences of self-efficacy and school climate on motivation for technology integration in education. Albert Bandura's Social Cognitive Theory was used as the theoretical framework. Outcome expectancy was used as a central motivational factor. A foundational model was constructed to explore the relationships among school climate, self-efficacy, and outcome expectancy. The participants were 224 teachers from diverse high schools in Bursa, Turkey. Results revealed that participants perceive low levels of school climate/support but has relatively high self-efficacy and outcome expectancy. Gender-based analyses revealed no significant differences among males and females in terms of all variables. Correlation analysis results revealed significant relationships among the three variables. Furthermore, regression analysis revealed that both school climate and self-efficacy significantly contributed to predicting motivation. More importantly, school climate affected motivation directly and indirectly through its influence on self-efficacy. These findings suggested that the proposed foundational model can serve as a valuable framework for understanding teachers' motivation for technology integration in education.

The purpose of this study is to provide students with a 21st century training that can be easily applied to industrial automation training, both online and in person, and that goes beyond traditional learning methods. It involves creating and programming a training package that is compatible with the Ministry of National Education (MEB) curriculum, using the project-based learning (PBL) method and a curriculum that focuses on skills acquisition. Two different brands of programmable logic controllers (PLC) have been integrated into the manufactured training set so that the set can be used to conduct various PLC trainings. In the training set, product separation can be carried out using the electro-pneumatic system with a turntable and two conveyor belts. Motor controls, sensor applications, electro-pneumatics, touch panel and various PLC controls can also be carried out with the training set. The set focuses on the grafcet diagram method and can show how to program the same scenarios in different PLC models. By using PLC software components in the training set, students also get the opportunity to develop and experience their own unique SCADA (supervisory control and Data Acquisition) software with visual programming. This study also includes a sample curriculum prepared for PBL. In this way, all on-set training can be done using the PBL method and students get a 21st century experience. They also get the opportunity to improve their skills. PBL is an innovative and process-oriented learning method and is supported by the Ministry of Education (MoE). The prepared curriculum also includes the learning plan and measurement and assessment scales (rubrics). We anticipate that this package will be effective and useful in providing students with 21st century job skills and abilities in the field of industrial automation engineering, both online and face-to-face.

The primary aim of this research is to assess the digital fluency levels of high school students and to investigate how digital fluency varies according to different variables. The study employed a descriptive research design using survey methodology. A total of 698 students from various high schools in Çanakkale province, Türkiye, representing five different school types, participated in the research. The "Digital Fluency Scale," originally developed for university students, was adapted to assess the digital fluency levels of high school students. Findings indicate that high school students possess a high level of digital fluency. Significant differences in digital fluency levels were observed based on gender, grade level, family-imposed limitations on technology use, frequency of daily internet use, programming proficiency, and the type of device used to access the internet. Conversely, digital fluency levels did not differ significantly based on the type of school, enrollment in a Science and Art Centre, and frequency of daily use of social networks.

This study aims to assess the mathematics literacy levels of 15-year-old students participating in the PISA-2022 test, considering the impacts of the frequency of digital device usage, and the influence of printed and digital learning resources in the educational context across Estonia, Finland, China (Hong Kong), Croatia, and Turkey during COVID-19 pandemic. Utilizing a correlational survey research design, data were sourced from the PISA-2022 dataset, with the sample drawn from the specified target population encompassing students in the selected countries. The analysis involved one-way analysis of variance (ANOVA) and multiple linear regression modeling. Across all countries examined, students using personal laptops, desktop computers, or tablets demonstrated higher levels of mathematical literacy compared to those utilizing other digital tools, except in Turkey where students employing their smartphones exhibited superior mathematical literacy. Furthermore, findings indicated a positive association between live lessons delivered by teachers at school through video communication platforms (e.g., EBA, Zoom™, Skype™) and mathematics literacy levels in all countries.

The purpose of this study is to conduct a bibliometric analysis of research on open and distance learning, focusing on articles affiliated with institutions or authors in Türkiye. Articles were retrieved from the Web of Science (WoS) database, those indexed in the SSCI, SCIE, and ESCI categories, published between 2020 and 2024. A total of 1,229 articles were identified through this search. VOSviewer software was used to analyze the distribution of publications by year, keyword co-occurrence, co-authorship networks, co-citation, and citation patterns of journals. The findings indicate that "distance education" and "COVID-19" were the most frequently occurring keywords, reflecting the increasing shift to digital education during the pandemic. Bozkurt A. was the most prolific author, with extensive collaboration in national and international publications. Among institutions, Anadolu University stood out as the leading contributor, reflecting its central role in the development of distance education in Türkiye. Additionally, there was a significant increase in research output during the 2020-2024 period, mirroring global trends in the field.

Little is still known about interaction patterns learners form while exchanging peer feedback particularly when working with different peers. To address this gap, this study analyzes patterns of interaction while exchanging feedback on academic paragraphs written by 16 English as a foreign language (EFL) learners enrolled at a state university in Türkiye. The participants were asked to write three academic paragraphs and submit them online. They were paired with a different student for each paragraph feedback session and exchanged their paragraphs. Then they held an online meeting on Microsoft Teams with their partner and exchanged feedback. The meetings were recorded. Next, the students revised their paragraphs considering the peer feedback. They made the changes on their paragraphs only if they found the peer feedback useful and necessary. Patterns of interaction in the recordings were analyzed according to Storch's (2002) framework. According to it, there are four interaction patterns placed on mutuality and equality axes and named as collaborative, dominant/dominant, dominant/passive, and expert/novice. The results showed that the most common pattern was expert/novice. That means in the majority of the peer feedback sessions reviewers controlled the task, but both participants showed engagement. Around half of the participants were consistent in their patterns both as a reviewer and a writer. This study is believed to shed light on EFL learners' roles as writers and reviewers. It is also believed that with a comprehensive peer feedback training, learners could be encouraged to form more collaborative patterns, which is associated with better learning outcomes.

In this study, the opinions of academics who experienced compulsory distance education due to the COVID-19 pandemic and the February 6 earthquakes were examined regarding the new situations encountered and their experiences. Qualitative methods and phenomenology model were used to conduct the research. Data were collected through a semi-structured interview form in April 2024. The study group consisted of 15 academics with different titles working at Anadolu University, Osmangazi University and Eskisehir Technical University in Eskisehir province. The findings indicate that for the two compulsory distance education processes in which the academics are involved, there are negatives such as low quality of education, limited interaction and distance education is not suitable for vocational university education. The most prominent of the instructor-related difficulties faced by academics is the lack of knowledge and experience in distance education technologies. It was emphasized that the most prominent of the student-based difficulties is the low participation of students in the courses and the most prominent of the external-based difficulties is that the infrastructure for distance education is not sufficient and distance education restricts interaction. In this process, it was inevitably observed that academics inevitably developed themselves in distance education, gained new knowledge and experience by making efforts, and that experienced academics adapted more easily, while inexperienced ones had difficulties. However, the inexperienced ones were able to reach the desired results by consulting those who knew better and seeking solutions on their own. In order to continue distance education with high motivation and efficiency, it was concluded that the academics showed dedication to learn the details of distance education, started to use new tools, enriched the content of the course in an interesting way, interacted closely with the students, communicated with them and constantly encouraged them. For this purpose, in live lectures, academics mostly utilized tools such as cameras, microphones, videos, slides and other visuals.

This study aims to examine the relationship between teachers' attitudes toward artificial intelligence and their artificial intelligence literacy levels. In the present study, "General Attitude Toward Artificial Intelligence Scale" and "Artificial Intelligence Literacy Scale" were used. The study group consisted of 361 teachers working in public schools in Kartal, Pendik and Sultanbeyli districts of Istanbul province in Türkiye in the 2023-2024 academic year and selected by convenient sampling method. The findings obtained in this study showed that teachers' positive attitudes toward artificial intelligence were at a high level, while their negative attitudes were at a low level. The artificial intelligence literacy levels of the teachers were at a medium level. Teachers' positive and negative attitudes toward artificial intelligence and artificial intelligence literacy levels did not show significant differences according to their gender, professional seniority and education level. However, teachers' positive attitudes toward artificial intelligence and artificial intelligence literacy levels were significantly higher in teachers with graduate education than those with undergraduate education. Likewise, teachers' negative attitudes toward artificial intelligence were significantly higher in teachers with undergraduate education than those with graduate education. As a result of the correlation analysis, it was found that there was a positive, highlevel and significant relationship between teachers' positive attitudes toward artificial intelligence and their artificial intelligence literacy. On the other hand, there was a negative, moderate and significant relationship between teachers' negative attitudes toward artificial intelligence and their artificial intelligence literacy. As a result of the findings obtained from this study, some suggestions for researchers and practitioners are presented.

The purpose of this study was to improve the conceptual development of an infant through age-appropriate picture books, as well as potentially reveal the effects of such books for developing concepts in children's literature. Study participants used the changing criterion design from single-case research models that consisted of 1 infant and 3 infants between 0-24 months old to ensure the social validity of the study. Age-appropriate informational and fiction picture books were given to the infant observed during the 0-24-month period. The results revealed that the single infant's conceptual knowledge in recipient and expressive language was improved more regularly and systematically compared with age-appropriate picture books under the guidance of parents. These findings provide evidence that infants' conceptual knowledge can be improved through age-appropriate picture books, as well as that both informational and fiction books can be used to effectively expose infants to different concepts. The findings of this study permit the examination of the concept development process in children belonging to different age groups.

In this article, how a mentee's developing professional identity is reflected in the use of pedagogical strategies is explored through the mentor teacher's lens. Although mentoring relationships have traditionally focused on improving mentee teachers' teaching repertoire, unstructured affective processes involved as a result of the mentoring relationship have received limited attention. As being mentored to teach is intrinsically an effective process, this study situates the mentee's use of pedagogical strategies as a reflection of the developing professional identity within the pedagogy of love framework. Within the scope of the framework, how the mentee teacher utilizes her understanding of the pedagogical authority of the mentor teacher to develop her professional identity is reflected in the transformational role of pedagogical love. The mentee teacher steps into a self-actualization journey in which empathy, building trusting platforms for learning, and developing novice teacher intuition during the novel pedagogical encounters take precedence.

In today's world, it is a fact that some people want the poor to be helped and some people want poverty to be eliminated. One way to narrow the gap between these two situations is to know what children need. The premise of this study is to evaluate the role of secondary school social studies textbooks in addressing poverty, unemployment and homelessness within the framework of critical pedagogy. In this context, secondary school social studies textbooks prepared by private publishers in Turkey were analysed. In the study, qualitative research method was used and structured approaches to document analyses were applied. As a result of the study, it is seen that the massacres and enslavement of indigenous people in the lands discovered by Europeans with geographical discoveries and colonial activities, and the labour of poor people in unfavourable conditions and the situation of child labourers with the industrial revolution are depicted. Again, it is observed that poverty, homelessness and unemployment come to the forefront due to various natural events, migration, terrorism and wars, and African origin and refugees are depicted as poor. The study reveals the importance of social studies textbooks in terms of illuminating disadvantaged situations, provides a different perspective in the context of critical pedagogy through micro, mezzo and macro analysis of functional definitions, and presents the points that are insufficient in addressing the definitions in question.

Online courses have become increasingly popular in education and professional development because of their user-friendliness, accessibility, and ability to provide specialized training beyond formal education for workforce preparation. We demonstrate the efficacy of using a Massive Open Online Course (MOOC) to teach specialized engineering concepts through the case study of a multi-body gravitational dynamics course; this topic is not typically taught in undergraduate courses but essential for specialized roles in aerospace engineering. Our use of MOOCs to bridge the knowledge gap between engineering education and practice represents a critical advance in tools for workforce preparation. Our MOOC, Designing the Moonshot, was released to the public in June 2021 and again in June 2022 as part of an international virtual event entitled OrbitCamp (originally called AstroCamp) where we collected data from a sample of 840 participants to study learning gains through pre-post testing and retention. Participant drop-off rates were steep (66% of participants did not complete the first module) but lower among men and those with higher degrees. Statistical analysis demonstrated that participants gained significant knowledge on the 12 (of 14 total) learning outcomes for which sample sizes were sufficient. Some of this knowledge was retained three months after OrbitCamp. These results support the use of MOOCs as a tool for furthering the expertise of the engineering workforce in highly specific domains.

In this study, the positive aspects that active participation in the Erasmus+ project "Different but together" has on students are highlighted. In the project initiated and coordinated by the Technological High School "Gheorghe Sincai" from Târgu Mure? (Romania), high schools from Italy, Greece, the Czech Republic and Turkey participated as partners. The activities carried out and the impact of international activities on the students were briefly analyzed. Data collected through the observation method and with the help of three tools (Erasmus Journal, questionnaires applied after each mobility, mini-essays on the Erasmus experience) were analyzed. The analysis of the results highlighted the overall positive impact of these project, which cover a broad plan, ranging from students' personal and intellectual growth to the development of active European citizenship skills.

We created an eight-week virtual exchange (VE) programme called the Virtual Culture Trip which enabled 68 students from seven countries to engage in online intercultural interaction under the guidance of educators. This study investigated participants' perceived language skill improvement and intercultural competence (IC) after the programme, the change in their interest in the VE discussion topics, and the relationship between their self-perceived improvement and background factors. Quantitative and qualitative analyses were conducted on data obtained from the pre- and post-surveys of 48 students. Results showed that participants believed that their language skills and the four IC constructs (i.e., knowledge, attitudes, awareness and skills) significantly improved. They also seemed to become more interested in the discussion topics. Some statistically significant differences were observed in the abilities to use the language between males and females and these differences might also be associated with the interaction between gender and prior VE experience. Moreover, the interaction between age and English level led to statistically significant differences in their perceived development of intercultural skills. The study shed light on how VE conducted through English as a Lingua Franca can be an enabling means to facilitate interactions across Global North and Global South countries despite challenges posed by geographical immobility due to resource limitations or a global pandemic.

Notetaking is a vital skill at the university level since students are responsible for their learning and notetaking is their primary method of recording and storing information. However, students may struggle with simultaneously following the lesson and taking notes, which requires systematic training. This study will contribute to the literature by focusing on the outcomes of providing prospective English as a foreign language (EFL) teachers with notetaking instruction. It is also aimed to investigate prospective EFL teachers' perceptions of notetaking and notetaking instruction. Participants of the study were 39 prospective EFL teachers (junior ELT department students) enrolled in a Listening and Notetaking course. A mixed method approach was employed in the study, in which both qualitative and quantitative data were collected through text analysis of participants' notes and semi-structured interviews (n = 10). Quantitative data were analysed through paired samples t-test, chi square test, and Wilcoxon signed rank test. Qualitative data were analysed through content analysis. The findings revealed that providing learners with notetaking instruction is beneficial in many aspects including recording more information units, having better organization, and deciding what is important. Students' perceptions of notetaking were found to be mostly positive. They consider it a useful strategy for following lectures better and for overall academic success.

Artificial intelligence (AI) is increasingly integrated into daily life across various sectors such as banking, healthcare, tourism, and education. This research aims to investigate science teacher candidates' opinions on using ChatGPT in education and their approaches to preparing questions with this artificial intelligence tool. Specifically, it aims to elucidate the role of ChatGPT in question preparation processes and its potential applications in education. A case study methodology was employed, focusing on 17 fourth-year science teacher candidates and 6 graduate students in a science education master's program during the fall semester of 2023-2024. Data were collected using an interview form and images of participants' conversations with ChatGPT. Content analysis of the data reveals that most participants intend to use ChatGPT in their teaching process for research and question creation. Participants provided specific details in their prompts to ChatGPT, including grade level, unit, subject area, learning outcomes, question type, number, and difficulty level. This study highlights the potential of ChatGPT to enhance educational practices and support teachers in personalizing learning experiences.

This study aims to perform a descriptive analysis of the websites of public and foundation universities in Türkiye to reveal the current positioning context of their units in relation to artificial intelligence (AI) ecosystems. The study was designed using a holistic multiple case study method, in which the dimensions specified in the subobjectives (types of units, geographical regions where the units are located, location preferences of universities, status of universities as public or foundation universities, vision definitions of the units, gender and titles of academics working in the units, research areas of the units, industrial collaborations) were handled independently and holistically. The researchers examined the websites of 41 units operating within the artificial intelligence ecosystem in universities. They then transferred the data they collected to a document review form for analysis. After employing a descriptive analysis method to examine the data, the researchers interpreted their findings with percentages and frequencies. The results show that the most common unit providing services in the AI ecosystem is research centers. The units providing services in the AI ecosystem are mostly located in public universities, and the universities where the units are located position themselves as research-oriented, education-oriented, both education and research-oriented, and entrepreneurship-oriented, respectively. The vision statements of the units operating in the AI ecosystem are observed to be mostly used to train highly-qualified human resources. It was also noted that the academic staff assigned to the units serving in the AI Ecosystem are mostly male, holding the title of Professor. The units operating in the AI Ecosystem have collaborations and protocols with universities, as well as with industrial and public institutions working in the field of AI.

This study examined the problems that pre-service teachers face in the online assessment process and their suggestions for solutions to these problems. The participants were 136 pre-service teachers who have been experiencing online assessment for a long time and who took the Foundations of Open and Distance Learning course. This research is a phenomenological study conducted with a qualitative research approach. The pre-service teachers completed an open-ended questionnaire prepared by the researchers to express the problems they encountered in the online assessment process and their suggestions for solutions. The pre-service teachers made evaluations within the framework of the factors considered important in the quality of online assessment. The data were analyzed using descriptive analysis. The findings of the study were discussed and suggestions were made for future studies.

The primary objective of this manuscript is to examine the online assessment and exam security procedures during the pandemic, with a particular focus on higher education. In this context, the study investigates the measures employed by instructors, the challenges they encountered, and the strategies they employed to overcome these challenges in a higher education institution. To this end, a case study was conducted, employing a mixed research approach and utilizing both quantitative and qualitative data obtained through a questionnaire. The study group consisted of 163 instructors who provided distance education during the pandemic and volunteered to participate in the study. The findings have shown that the measures were largely contingent on the capabilities of the Learning Management System (LMS) in use. It was emphasized that students should be informed before the exam, that the appropriate exam duration and technical infrastructure conditions should be determined, and that accessibility should be ensured. The results highlight the necessity for the development of policies to address ethical concerns and the suggestion of standardizing the use of cameras in online exams. For more generalized results and recommendations, longer-term studies can focus on synthesizing the experiences and opinions of different stakeholders.

This multiple case study aims to describe how Turkish students in English Language Teaching (ELT) and Electrical-Electronics Engineering Program (EEP) conceive of Problem-based Learning (PBL), and how they experience their studies within a PBL-oriented curriculum. With the inclusion of these two cases into the study, the rationale is to represent two different educational perspectives and to obtain in-depth, extensive, and comparable data. The participants from the ELT and EEP were first-year students who pursued courses in English, which is taught as a foreign language in Turkiye. During one semester, the data were collected through open-ended questionnaires and reflection reports, both of which were analyzed qualitatively with an interpretative phenomenological approach. The results revealed commonalities as well as differences in how students in these two comparable programs perceived and experienced PBL. Commonalities were many in number and involved positive perceptions along with beneficial experiences of PBL. Yet, differences only stemmed from the number of frequencies of some similar issues raised by both groups of students. The most eye-catching difference was that the EEP students emphasized the anticipated benefits of PBL less frequently than the ELT students did. However, at the end of the process, the EEP students proposed benefits gained from PBL more frequently.

During the COVID-19 pandemic, many things changed in people's educational lives as individuals transitioned to remote learning. While technologically advanced countries swiftly adapted to the new normal, less developed countries encountered substantial obstacles. This study aimed to compare distance education practices during the lockdown in four OECD countries (Belgium, Japan, Spain, and Türkiye) and provide future-oriented suggestions. A systematic literature review was conducted using OECD documents on distance education practices accessed through the OECD iLibrary database with a keyword search. Nine papers out of 1,294 meeting inclusion criteria were thoroughly reviewed, focusing on categories such as general information, sample practices, implementation challenges, conducting courses, supporting students during the lockdown, and evaluation and national examinations. A descriptive analysis was performed based on coding categories. Findings revealed that school closure durations varied by country and educational level, with each country adopting approaches suitable for distance learning. Online learning platform development was similar across countries, except for Japan, which has a distinct curriculum structure. Challenges, including technological limitations and resistance to change, were common, exacerbated by a lack of expertise and the need for rapid adaptation. Distance education primarily relied on computers, television, and homework, with radio use varying. Decision-making processes differed across countries, with centralized decision-making observed in Türkiye. Supporting disadvantaged students and addressing learning losses were prioritized, and national exams were postponed with changes in content and the number of questions.

Türkiye is a region that bears the traces of many different civilizations from the past to the present. This diversity has endowed the country's culture with a deep and rich dimension. This study examines the role of social studies education in the preservation of cultural heritage in Turkey and its relationship with tourism. The aim of the research is to reveal the potential contributions of social studies education to the sustainability of cultural heritage and the development of tourism by evaluating its impact on students. Conducted within the framework of a qualitative research design, the study involved a comprehensive literature review and an analysis of the 2005 and 2018 social studies curricula for grades 4, 5, 6, and 7. The findings indicate that social studies education provides students with significant awareness regarding the preservation of cultural heritage in Turkey and its integration with tourism. Furthermore, this research emphasizes the educational role of social studies education in the context of preserving cultural heritage and the sustainability of tourism. These findings may contribute to shaping educational policies in Turkey and other countries in this direction.

The significance of listening strategy teaching over the past 30 years has become more widely acknowledged since it facilitates listening comprehension. However, few studies on teaching listening strategies have looked at this problem from the viewpoint of the students, and teacher, as well as handling students' motivation, cognitive awareness of listening strategies, and speaking skills. This study aimed to determine the effect of teaching listening strategies to 6th Graders in English lessons on the students' cognitive awareness of listening strategies, listening comprehension and motivation levels, and English speaking skills. The intervention mixed method design was applied to carry out this study. A quasiexperimental design was used to teach the use of listening strategies. The listening strategies teaching took place for six weeks in a secondary school in one of the cities in western Turkey. Quantitative data were collected through using the CALSS, the MSLE, the listening test, and the speaking skill scoring key. Qualitative data were obtained through semi-structured student interviews, diaries, and motivation forms. As a result of the research, teaching listening strategies developed students' listening and speaking skills. Students' level of cognitive awareness towards listening to English enhanced. Students' motivation levels for listening increased. In conclusion, students should be encouraged to use listening strategies, and when necessary, the strategies should be reminded, and their use should be demonstrated.

The study aims to investigate prospective middle school mathematics teachers' mental actions related to debugging, which is one of the computational thinking skills in the modeling process. The study was conducted with a single-case embedded model. The collaborative working group consisted of three prospective mathematics teachers selected by criterion sampling. The data were collected from the video analysis, screen excerpts, and GeoGebra files explaining the solution process of three prospective mathematics teachers for the designed two mathematical modeling problems (experimental and theoretical). According to the results obtained from the data through content analysis based on the theoretical framework, it was identified that the prospective teachers conducted sub-activities such as recognizing/detecting the error, extracting the error, and correcting the error, which is one of the dimensions of computational thinking in technology-supported mathematical modeling. These skills as the basic steps of interpretation, verification, and revision were developed in the process of technology-supported mathematical modeling. GeoGebra was involved as an important mental trigger in the debugging process. In further studies, computational thinking studies describing all the components in the process of technology-supported mathematical modeling can be conducted, and computational thinking skills can be revealed in the process of mathematical modeling in non-computerized environments.

The current longitudinal qualitative research explored the development of pre-service English teachers' perspectives on critical literacy and critical pedagogy throughout the Critical Reading and Writing course. The data were collected through a text selection questionnaire, pre-course and post-course critical consciousness questionnaires, and semi-structured interviews. At the beginning, a text selection questionnaire was administered to identify social issues relevant to the target teacher candidates' lives. Based on the results obtained from the text selection questionnaire, the texts which are about women, virtual education, censorship and future anxiety were chosen to be used in the course. The critical consciousness questionnaires assessed shifts in understanding and attitudes toward critical literacy and pedagogy over the course and semi-structured interviews provided in-depth insights into the pre-service English teachers' perspectives and experiences. The data were analyzed using content analysis to interpret the qualitative findings. The findings indicate a notable change in the students' perspectives toward integrating social issues into English teaching. They developed more positive attitudes toward a more critical language education approach including social issues and empowering learners to be the agents of change. The participants also demonstrated improved understanding of critical pedagogy, and recognition of the transformative role of English teachers. According to the results, it is likely that these pre-service teachers will be able to integrate critical literacy activities and social awareness into their future teaching practices.

This study explored the complex dynamics of student engagement, community of inquiry, and transactional distance in online learning environments. The study analyzed 1,281 participants' responses to identify the factors contributing to online learning outcomes. The research highlighted the crucial role that transactional distance and community of inquiry play in shaping students' behavioral engagement and provided insight into their significant impact on participants' learning experience. Through a stepwise multiple linear regression analysis, the research uncovered the complex relationships among these variables, thereby providing valuable insights for educators and institutions aiming to enhance the online learning experience. The results have significant implications for educational practitioners and policymakers, including practical strategies to increase student engagement and foster a lively community of inquiry in online learning environments. Ultimately, this research is a valuable resource for all those involved in online education, to help them understand the key factors that contribute to successful online learning experiences.

In this study, an assessment tool was developed to measure the reasoning skills (RS) of preservice science teachers on socio-scientific issues (SSI). As a result of the literature review, the scale was developed based on five dimensions. These dimensions are complexity, questioning, having different perspectives, skeptical approach and the limitations and adequacy of science. The developed scale consists of a total of 18 items. 577 preservice science teachers participated in the study voluntarily. First-level confirmatory factor analysis (CFA) was conducted to evaluate the construct validity of the items created in line with the theoretical framework. In addition, second-level CFA was applied to test whether the dimensions represented the students' perceptions of socio-scientific reasoning (SSR) skills. When the literature was examined, it was decided that the values of the fit indices were appropriate for model verification. The findings reveal that the developed scale can be used for valid and reliable measurements in determining the perceptions of preservice teachers regarding their SSR skills.

Despite the proliferation of graduate programs in universities around the world, there are limited numbers of studies that have evaluated the current status of these programs. This paper attempts to examine the assessments of graduate students of their programs and of the graduate education process. A survey method was adopted and conducted with a total of 294 graduate students from different institutions and regions of Türkiye. The results reveal that the students reported academic challenges, time-related issues, and supervisor and colleague-related problems. Moreover, the students indicated a need for academic writing support, effective feedback, access to databases, and support with materials. The study discusses the measures that may be taken to increase the quality of graduate education.

This study aims to explore perceptions of otherness among primary school children, focusing on 4th-grade students in the southern region of Türkiye. The study group consists of 48 Turkish and Syrian students selected through criterion sampling, a purposive sampling method. Employing a qualitative research approach, this study utilized a case study design, specifically the embedded single-case design. A semistructured interview form developed by the researchers served as the primary data collection tool. Turkish and Syrian children's perceptions of otherness were examined through concepts of foreigner, differences, and similarities. Findings indicate that students generally associate differences with physical characteristics, while factors such as play, success, talent, sympathy, and friendship also shape perceptions of otherness. Notably, Turkish children's perceptions of the other were generally negative, whereas Syrian children under temporary protection tended to view the other more positively.

In this study on concepts of geometry, the gestures and mimics used by the mathematics teachers working in school for the deaf to define some mathematical concepts with the sign language were investigated. The research employed the structured interview technique, a qualitative research method. Data were collected through interviews and video recordings with participants. The data were analyzed using the descriptive analysis method in accordance with the parameters set by French linguist Christian Cuxac. Semiotics was utilized to conceptualize and make sense of the ideas behind the signs. As a result of the analysis, signs representing the concepts of "angle, area, diameter, circumference, and perpendicular" were suggested. It was observed that the signs shown in the Turkish Sign Language Dictionary, prepared and distributed to deaf schools by the General Directorate of Special Education and Guidance Services of the Ministry of National Education, are the same. However, the signs for the five concepts show differences. Additionally, during the interviews, teachers stated that many mathematical terms are not included in this dictionary, making it difficult for them to teach effectively. Teachers emphasized that a dictionary containing mathematical terms would be very useful in their courses.

The aim of this study is to investigate the relationship between preschoolers' competition styles, anxiety levels, and their parents' parental styles. The sample of the study consists of 400 preschool children and their parents. The Demographic Information Form, Parenting Style Scale, Preschool Competition Questionnaire, and Anxiety Scale for Preschool Children were used as data collection tools in this quantitative survey-based study. As a result of the research, significant negative correlation was found between the task-oriented competition style of preschool children and their generalized anxiety level, separation anxiety, specific phobia anxiety and total anxiety level. A negative significant relationship was found in the other-referenced competition and separation anxiety sub-dimension. A negative significant correlation was found between the maintenance of dominance hierarchy style and specific phobia anxiety and total anxiety. A negative significant relationship was found between democratic parenting style and social anxiety sub-dimension, and total anxiety level. A positive significant relationship was found between parents' authoritarian and overprotective parenting styles and all sub-dimensions of anxiety scale and total anxiety level. There was no significant relationship between permissive parenting style and any of the sub-dimensions of the anxiety scale and total of the anxiety scale. A positive significant relationship was found between democratic parenting style and task-oriented competition style.

This study was undertaken to investigate the use and motivations behind teachers' engagement in social networks, while exploring their self-presentations and attitudes within these digital communities. The aim was to shed light on the relationship between real-life and digital communities by focusing on teachers as a specific demographic group. To address the research questions, namely the demographic characteristics of teachers using social networks, the reasons behind teachers' usage of social networks, the role of these platforms in shaping teachers' self-perception and professional identity, a mixed-method approach was employed. The findings of the study indicate that social networks provide an ideal platform for individuals to present themselves, and teachers exhibit distinct patterns of behavior compared to other groups. Teachers express themselves more openly and assertively when their identities are anonymous. They actively seek attention to expand their social network, yet refrain from making political posts to avoid jeopardizing their online presence. They strive to portray an idealized image of themselves and make efforts to distinguish themselves from others. Based on the study's conclusions, it is recommended to develop a digital platform that caters to the interests, needs, and inclinations of teachers.

The main goal of this study is to reveal special talented primary school students' perceptions of artificial intelligence, one of the popular concepts of recent times, through metaphors. In this study, the phenomenological design, which is within the scope of qualitative research, was used. In this study, Türkiye Science and Art Center included special talented primary school students in the education field. The 104 special talented primary school students participating in the research were 9-14 years old. Of these students, 53 were boys and 51 were girls. The participants were in the 3th grade, 4th grade, 5th, 6th, 7th and 8th grades of primary education. Purposive sampling method was chosen in the research. When the answers from the students were examined, a total of 36 different categories emerged in line with the relevant metaphors. When these categories are examined in detail, it is seen that the concept of artificial intelligence is represented by different metaphors. According to the findings, it was determined that primary school students simulated the concept of artificial intelligence to different metaphors such as robot, smiling robot, robot vacuum cleaner. As a result, it has been revealed that special talented student generally have positive opinions about the concept of artificial intelligence.

The aim of this study to investigate the link between cyberbullying, peer relationships, and social media usage in high school students in Turkey. The population of the study consists of students enrolled in high schools in Turkey in the 2023-2024 academic year. The sample consists of 230 students, 120 females and 110 males, who are studying in 2 different secondary education institutions determined through convenience sampling. The data were analyzed with Pearson correlation analysis, structural equation modeling, Independent Groups t Test and ANOVA using IBM SPSS 25.0 and AMOS 24.0. The results of the study showed that high school students' social media use and peer relationships are directly related to cyberbullying. It was found that the perception of cyberbullying decreased as the purposes of social media use, especially factors such as social interaction and communication, recognition and recognition increased. The results indicated a direct relationship between social media use and cyberbullying; as social media use increased, the perception of cyberbullying decreased. Differences were observed in gender and grade level, with females scoring lower and 9th graders more exposed. It was also determined that the use of social media for educational purposes decreased cyberbullying. In line with the results, various recommendations were presented to students, school administrators, policy makers and families.

In this study, researchers aimed to examine the practices of preschool teachers in their classes for children with special needs. The research, in which interviews and documents were used, was designed using a case study, one of the qualitative research methods. Snowball sampling, one of the purposeful sampling methods, was used to determine the research study group. Structured interview questions, checklists for adaptation, and individualized training programs were used as data collection tools. Data were analyzed through content and document analysis. As a result of the research, it was determined that preschool teachers made different instructional applications in their classrooms for children with special needs, and they thought that these applications were beneficial for children with special needs. When the activity and individualized education programs were examined, it was determined that teachers generally made adaptations in their free time and used adult and peer support more frequently. The findings are discussed considering the relevant literature.

The present research aims to examine whether the questions in the Program for the International Student Assessment (PISA) 2009 reading literacy instrument display differential item functioning (DIF) among the Turkish, French, and American samples based on univariate and multivariate matching techniques before and after the total score, which is the matching variable, is purified of the items flagged with DIF. The study is a correlational survey model research, and the participants of the study consist of 4459 Turkish, French, and American students who took booklets 1, 3, 4, and 6 in the PISA 2009 reading literacy measure. Univariate and multivariate (bivariate, trivariate, and quadrivariate) DIF analyses were performed through logistic regression before and after purifying the matching variable off the items displaying DIF. Literature was used to detect extra matching variables, and multiple linear regression analysis was carried out. As a result of the analyses, it was discovered that using extra matching variables apart from the total score reduces type I errors. It was also concluded that the exclusion of DIF items (removal of items with DIF) while calculating the total score led to variation in the number of questions detected as DIF and DIF levels of the items, although it did not yield consistent results.

This research aims to determine the proportion of overeducated individuals with higher education levels compared to their colleagues who are graduates of associate, undergraduate, and postgraduate education but work at the same status in entry-level jobs. Overeducation rates in entry-level jobs in Türkiye were determined using the Turkish Statistical Institute (TUIK) Household Labor Force Surveys (2014-2019) microdata set. The job analyst measure was used to determine the rate of overeducation. Logistic regression data analysis was conducted to classify the variables that predict the state of being overeducated with the TUIK 2019 Household Labor Force Survey. According to the findings, overeducation rates increased gradually over the years by 8.02% in 2014, 8.98% in 2015, 9.78% in 2016, 10.43% in 2017, 11.00% in 2018, and 12.5% in 2019. For the state of being overeducated, various demographic variables were analyzed and predicted, such as income, age, region, gender, ISCED, marital status, firm size, place of work, additional job searches, ISCO 08 classification, and employment status.

Understanding motivational beliefs such as expectancy and value that shape students' persistence and decision to pursue a STEM career, obtaining valid and reliable measures for these dimensions, and developing strategies using this data are critically important to ensure students' persistence in the STEM pipeline. Therefore, this study aims to develop a tool to measure middle school students' STEM motivations within the expectancy and value concepts framework. The trial version of the scale was conducted on 967 middle school students in the 5th, 6th, 7th, and 8th grades. The study group was randomly divided into two groups. EFA was conducted on the data obtained from the first sub-group (n=479), and CFA was performed using the data obtained from the second sub-group (n=488). The results of a series of CFA performed to test three different models developed based on the theoretical structure, Model 3, the second-order single-factor structure composed of 5 sub-dimensions was found to be a successful model. This measurement tool would allow determining motivational beliefs within the expectancy-value concept that can be targeted to encourage students' interest in STEM fields, as well as help design interventions for these structure(s), and evaluate the effectiveness of these interventions.