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This study has investigated teachers’ attitudes toward distance education in Kyrgyzstan. It is based on survey research and the sample has included 3818 teachers. The data of the study were collected with the "Distance Education Attitude Scale" in the 2021-2022 academic year. The scale has revealed two factors which are the advantages and disadvantages of distance education. The data have been analyzed with descriptive analysis, t-test and ANOVA. According to the teachers’ opinion disadvantages of distance education prevail over its advantages. The participants’ attitudes toward distance education have not differed as to their sex, seniority, and educational status. However, it has differed according to the branch, having their own computer, having an internet connection, daily internet usage time, participating in distance education applications, and experiencing difficulties. Teachers' attitudes towards the limitations of distance education have not differed according to the branch, seniority, educational status, having their own computer, having an internet connection, daily internet usage time and participating in distance education applications. However, it has differed according to sex and the fact of experiencing difficulties. Information technologies teachers, teachers who have computers, teachers who have an internet connection, teachers who use the internet 5-10 hours daily, and teachers who participate in distance education applications have a positive attitude regarding the advantages of the distance education. Female teachers and teachers who have difficulties in the process of distance education have a negative attitude regarding the limitations of distance education. Considering the abovementioned results, it is seen that the activities carried out in the distance education process for teachers also have positive effects on their professional development. Therefore, it can be suggested to create environment where distance education activities and teachers will use information and communication technologies more.

In this study, it is aimed to examine the perceptions of university students towards civilization according to some variables. The research is a descriptive study based on the scanning method within the scope of the quantitative paradigm. The “Civilization Perception Scale” developed by Yeşil (2018) was used as a data collection tool. The data of the research were collected from a total of 354 university students, including 156 men and 198 women studying at Kyrgyz Turkish Manas University in the 2019-2020 academic year. The simple random sampling technique, in which all sampling units have the possibility of equal participation, was used in determining the research group. The study of this working group has resulted from the thought that universities have a great responsibility in spreading the civil culture to the society. In the study, the students' definition of civilization according to gender, age, class, department and the place where they grew up was defined. As a result of the research, it was determined that university students' perception of civilization is positive. It was concluded that students' perceptions of civilization did not differ significantly in terms of gender, age, and classroom variables, but differed significantly depending on the location and departments where students grew up. It is determined that this difference is between PDR students, Besyo and Chemical Engineering students, Besyo students, Electrical Electronics Engineering, Electronics Engineering students and Chemistry students. In the sub-dimensions of the measurement tool, it was observed that there was a significant difference in favor of male students according to gender variable. According to the age variable, the students' perceptions of civilization differed significantly in the Emotional-Operational Civilization subscale in favor of the students in the age group of 17-18 with the students in the age group of. According to the class variable, there was a significant difference in students' perceptions of civilization between the students studying at the 1st and 2nd grades and the students studying at the 1st and 3rd grades under the Anti-Civilization sub-dimension.

Bu araştırmada Kırgız ve Türk üniversite öğrencilerinin bilgi iletişim teknolojilerine yönelik tutumlarını inceleyerek karşılaştırma yapılması amaçlanmıştır. Araştırma genel tarama yönteminde tasarlanmıştır. Araştırmanın verileri Türkiye ve Kırgızistan’da öğrenim gören üniversite öğrencilerinden elde edilmiştir. Çalışma grubu, Türkiye’den 543 öğrenci ve Kırgızistan’dan 543 öğrenci olmak üzere toplamda 1086 öğrenciden oluşmaktadır. Araştırmada veri toplama aracı olarak “Bilgi İletişim Teknolojilerine Yönelik Tutum Ölçeği” kullanılmıştır. Kırgızistan’dan ve Türkiye’den araştırmaya katılan öğrencilerin bilgi iletişim teknolojilerine yönelik tutum puan ortalamaları cinsiyet ve etnik köken değişkenlerine göre karşılaştırılmıştır. Elde edilen bulgulara bakıldığında her iki cinsiyet grubu (Kadın-Erkek) için de Kırgız öğrenciler lehine BİT tutum puan ortalamalarında anlamlı bir farklılık bulunmuştur. Aynı şekilde Türk ve Kırgız öğrencilerinin BİT’e ilişkin tutum puan ortalamaları etnik köken açısından karşılaştırıldığında Kırgız öğrencilerinin puan ortalamalarının daha yüksek olduğu görülmüştür., In this study, it is aimed to make a comparison by examining the attitudes of Kyrgyz and Turkish university students towards information communication technologies. The research is designed in general screening method. Research data were obtained from university students studying in Turkey and Kyrgyzstan. The working group consists of a total of 1086 students from Turkey and Kyrgyzstan. In the research, "Attitude Scale towards Information Communication Technologies" was used as the data collection tool. Attitude mean scores for students who participated in the research of information and communication technologies from Kyrgyzstan and Turkey are compared based on gender and ethnicity variables. Considering the obtained findings, a significant difference was found in the ICT attitude mean scores in favor of Kyrgyz students for both gender groups (Female-Male). Likewise, when the attitude score averages of Turkish and Kyrgyz students towards ICT are compared in terms of ethnic origin, it was observed that the mean scores of Kyrgyz students were higher.

Bu çalışmada, Türk ve Kırgız atasözleri içerisindeki çalışkanlık ile ilgili ortak atasözleri seçilerek, analiz edilmiştir. Araştırmada betimsel araştırma tekniklerinden olan doküman analizi tekniği ile verilere ulaşılmış ve verilerin çözümlenmesinde ise içerik analizi tekniğinden faydalanılmıştır. Araştırma sonucunda, Anadolu ve Kırgız Türklerindeki çalışkanlıkla ilgili atasözlerinin ortak özellikleri olarak kısaca çalışmayı seven, tembellikten kaçınan, zahmete katlanabilen, hüner sahibi, laftan çok işe değer veren, tembelliği utanılacak bir durum olarak gören, bereketi ve kazancı çalışma yoluyla arayan şeklinde belirlenmiştir.

In this research, it was aimed to interculturally research the value of patience with the data obtained from the students who participated in the study from two different countries. The research was designed as a mixture of quantitative and qualitative methods. Accordingly, the Traditional Screening Technique based on quantitative data and the Phenomenological Technique based on qualitative data were used together in the research. In this study, the patience levels of university students were generally calculated high. The patience levels of Turkish students were discovered to be lower than those of Kyrgyz students. According to the results of the interviews, there are differences in Turkish and Kyrgyz students' understanding of patience. It is seen that Turkish students attribute the value of patience to religion, believing that patience is transferred to Turks from religion, while Kyrgyz students associate patience with their cultural traditions. It is thought that this study will contribute to values and character education, especially to the literature on patience. The relationship and differences between the patience levels of university students and different variables and their effects on each other can be researched. Programs can be developed to increase the patience levels of university students.

Бул изилдөөнүн максаты – окуучулардын математикага болгон камтама деңгээлдерин өлчөөгө жарамдуу, б.а. валиддүү жана ишенимдүү өлчөө инструментин даярдоо. Изилдөөнүн иш тобун Бишкек шаарынын №49-орто мектебинин 216 окуучусу түзгөн. Өлчөө каражатынын валдидүүлүгүн сыноо боюнча мазмундук жана конструкттук валидддүлүк операциялары аткарылган. Ишенимдүүлүктү аныктоо боюнча Кронбах α коэффициенти эсептелип, анын мааниси 0.76 болуп чыккан. Факторлорду айырмалоочу дискриминанттык анализдин натыйжасында бардык субшкалалар боюнча алынган көрсөткүчтөр статистикалык жактан мааниге ээ экендиги аныкталган. Факторлордун ортосунда өз ара позитивдик байланыш бар экендиги белгилүү болгон. Бул операциялардын натыйжасында окуучулардын математикалык камтама деңгээлдерин өлчөөгө валиддүү жана ишенимдүү кыргыз тилинде өлчөө каражаты даярдалган., The aim of this study is to develop a valid and reliableinstrument to measure math anxiety levels of students. The studygroup consisted of 216 students studying at the 49th school in Bishkek,Kyrgyzstan. Within the scope of the validity analyzes of the scale,scope validity and construct validity were performed. In the scopeof reliability analyzes, Crombach Alpha reliability coefficient was examined. Crombach Alphacoefficient was calculated as 0.76. In the factor-baseddiscriminative analysis, differences were found to be statistically significantfor all sub-dimensions. A positive correlation was found between the factors. As a result ofall these studies, a valid and reliable Kyrgyz measurement tool has beendeveloped to measure students' math anxiety levels., Bul izildöönün maksatı – okuuçulardın matematikadan ulampayda bolgon kamtama dengeelderin ölçöögö caramduu, b.a. validdüü canaişenimdüü ölçöö instrumentin dayardoo. İzildöönün ülgü tobun bişkek şaarınınno:49-orto mektebinin 216 okuuçusu tüzgön. Ölçögün karacatının validdüülügünsınoo boyunça mazmunduk cana konstruktuk validdüülük operatsiyaları atkarılgan.İşenimdüülüktü anıktoo boyunça kronbah α koeffisiyenti eseptelip, anın maanisi 0.76 bolup çıkkan.Faktorlordu ayırmalooçu diskriminanttık analizdin natıycasında bardıksubşkalalar boyunça anılgan körsötküçtör statistikalık caktan maanige eeekendigi anıktalgan. Faktorlordun ortosunda öz ara pozitivdik baylanış barekendigi belgilüü bolgon. Bul operatsiyalardın natıycasında okuuçulardınmatematikalık kamtama dengeelderin ölçöögö validdüü cana işenimdüü kırgıztilinde ölçöö karacatı dayardalgan.

Tolerance is a concept which carries meanings suchas respecting the differences of people, bearing their disliked feelings andopinions and being patient with them. It is a prerequisite for the creation ofa peaceful society. Conducted due to the need for a valid and reliableassessment tool to assess the tendency of tolerance especially at the level ofteacher candidates, this study aimed at ensuring the validity and reliabilityof the Teacher Candidates Tolerance Scale developed by Gül and Alimbekov (2018)under the conditions of Turkey. The 5-point Likert-type scale consisting of 15items was applied to 543 teacher candidates who were studying at the Faculty ofEducation. For examining the four-factor structure of the scale, exploratoryfactor analysis (EFA) and confirmatory factor analysis (CFA) were executed. Theobtained data show that the 15-item scale comply with the data consistent withthe unique four-factor structure. For the reliability of the scale, theinternal consistency coefficients of the scale were checked. The obtainedCronbach's Alpha internal consistency coefficient was calculated as .77 for thewhole scale, as .74 for the empathy sub-dimension, as .69 for the importancesub-dimension, as .70 for the compliance sub-dimension, and as .67 for theattitude sub-dimension., Hoşgörü, insanlarınfarklılıklarına saygı göstermek, beğenilmeyen duygu ve düşüncelerine tahammületmek ve onlara sabır göstermek gibi anlamları taşıyan bir kavramdır. Barışcılbir toplumun oluşturulabilmesinin ön koşuludur. Hoşgörü eğilimini özellikleöğretmen adayları düzeyinde ölçecek geçerli ve güvenilir bir ölçme aracınaihtiyaç duyulması nedeniyle gerçekleştirilen bu çalışma Gül ve Alimbekov (2018)tarafından geliştirilen Öğretmen Adayları Hoşgörü Ölçeğinin Türkiye şartlarındageçerliğini ve güvenirliğini sağlamayı amaçlamıştır. 15 maddeden oluşan 5’lilikert tipindeki ölçek, Eğitim Fakültesinde öğrenim gören toplamda 543 öğretmenadayına uygulanmıştır. Ölçeğin dört faktörlü yapısının incelenmesi içinaçımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA)yapılmıştır. Elde edilen veriler, 15 maddelik ölçeğin dört faktörlü özgün yapıile tutarlı verilerle uyumlu olduğunu göstermektedir. Ölçeğin güvenirliği için,ölçeğin iç tutarlık katsayıları kontrol edilmiştir. Elde edilen Cronbach Alphaiç tutarlık katsayısı ölçeğin tümü için .77; empati alt boyutu için .74; önemalt boyutu için .69; uyum alt boyut için .70; tutum alt boyut için de .67olarak hesaplanmıştır.

Değerler, insan davranışına yön veren birleştirici olgulardır. Değerlerin bazıları evrensel olma özelliğine sahiptirler. Bütün bireyler ve toplumlar tarafından benimsenmektedirler. İşte bu evrensel değerler arasında yer alan hoşgörünün, insanlarla iletişimde eskiye kıyasla önemi artmıştır. İnsan odaklı değil, menfaat odaklı olan ve kısa süreli çıkara dayanan ülkeler arasındaki ilişkiler halklar arasındaki ayrışmaları artırmaktadır. Bu da küresel barışın zedelenmesine, ırkçılıkların artmasına ve toplum kardeşliğinin bozulmasına neden olmaktadır. Ülkeler arasındaki savaşlar göstermiştir ki, insanlara ne kadar bilişsel anlamda eğitim verilirse verilsin, bu, insanı daha iyi bir insan yapmaya yetmemektedir. Toplumun değerler bağlamında eğitilmesi küresel bir sorun olarak insanlığın karşısında durmaktadır. Bu bağlamda, Türk devletlerinden birisi olan Kırgızistan Cumhuriyeti’nin eğitim yasaları ayrı ayrı incelenmiştir. İçerisinde hoşgörü ile ilgili olan yasalar seçilmiştir. Toplamda 14 yasa bulunmuş ve bu yasalar içerisinde ortak yönler tespit edilerek sınıflandırılmıştır. Buna göre, devlet politikasına, eğitim kurumlarına, eğitim programına, öğrenciye ve ebeveynlere yönelik yükümlülükler olmak üzere beş gruba ayrılmıştır. Bu gruplar içerisinde en fazla yükümlülüğe sahip olanın devlet ve ebeveynler olduğu tespit edilmiştir. Devletin yükümlülükleri arasında vatandaşların etnik ve kültürel farklılıklarına saygılı olması öne çıkarken, ebeveynlerin yükümlülükleri arasında ise, çocuklara saygıyı, sevgiyi ve merhameti öğretmesi öne çıkmıştır. Ayrıca araştırmada yöntem olarak döküman incelemesi ve içerik analizi tekniğinden faydalanılmıştır, Values are unifying events that guide human behavior. Some of the values are universal. They are adopted by all individuals and societies.Tolerance, among universal values, has become more important in communication with people than in the past. Relations between countries that are not human-focused, benefitoriented and short-lived are increasing the divergence among peoples. This causes global harm to the peace, increased racism and corruption of the community brotherhood. The battles between countries are taught to humans in the cognitive sense of how it is taught, and that it is not enough to make a better person. Education of society and especially young people in the context of values stands in the face of humanity as a global problem. In this context, the education laws of the Republic of Kyrgyzstan, one of the Turkish states, have been examined separately. The laws that are directly or indirectly related to tolerance have been selected and translated into Turkish. In total, 14 laws were found and in that laws common points through identifing are classified. According to this, five groups as the government policy's, school's, educational program's, student's, and parental responsibilities have been seperated. It has been determined that the government and parents have the most responsibilities within these groups. Among the responsibilities of the government, it is identified that the respect to ethnic and cultural differences of the citizens, while among the responsibilities of the parents, teach to children respect, love and compassion. In addition, content analysis and documen analysis technique was used in the study

This study aimed to determine the reasons why university students in Kyrgyzstan prefer Russian as the language of instruction. Twenty university students were selected as the study group. While the semi-structured interview form was used as the data collection tool of the study designed in the phenomenology design, the content analysis technique was used as the data analysis technique. The data were collected from the students with a voice recorder and a notebook. The research has revealed that the most effective reason why the university students in Kyrgyzstan prefer Russian as the language of education is their concern for finding jobs in the future and the inadequacy of the Kyrgyz sources in scientific research. Among the reasons why students prefer Russian as the language of instruction, the least effective one is foreign language learning. The results were discussed in the context of the relevant literature and suggestions thought to serve to solve the problem were put forth.