Pedagogical Perspective (PedPer) (eISSN: 2822-4841) is an international, open-access journal publishing English-language research and review articles in education. PedPer welcomes qualitative, quantitative, mixed-methods, theoretical, and methodological studies that advance educational theory and practice and foster interdisciplinary and international dialogue. View All.
Ideology and curriculum in social studies education: The case of Cuba
Political ideologies play a decisive role in shaping national education curricula, as governments’ ideological orientations directly influence educational policies and curricular frameworks. In this sense, social studies curricula cannot be understood merely as neutral technical instructional plans; rather, they function as ideological texts constructed in accordance with political power relations, societal priorities, and dominant ideological discourses. Accordingly, this study examines the official secondary-level curricula for Geography, History, and Citizenship Education in the Republic of Cuba, where these subjects serve as equivalents of social studies within a socialist ideological context. The data sources consist of official curriculum documents published by the Cuban Ministry of Education and retrieved from its official website (2020–2021 curriculum documents). Using document analysis as a qualitative research method, the study conducts a close reading of the curriculum texts, focusing on the objectives, thematic content, and value orientations presented in these curricula. The analysis explores how socialist ideological orientations are reflected in the curricula through themes such as citizenship values, anti-imperialist discourse, collective responsibility, and national identity. In Cuba, the education system operates as a key mechanism for the reproduction and consolidation of socialist identity and state ideology. The curricula aim to cultivate values such as collective responsibility, solidarity, peaceful conflict resolution, and socialist citizenship, thereby contributing to the formation of ideologically aligned subjectivities. From this perspective, the curricula seek not only to enhance students’ cognitive knowledge but also to construct a holistic conception of citizenship grounded in socialist values. The curricula also emphasize educating students to be productive, conscious individuals capable of critically engaging with both national and global realities and contributing to processes of social transformation. In conclusion, school curricula are important carriers of ideological messages. Therefore, social studies constitute a critical field of inquiry in which not only what should be taught but also why, how, and for whom it should be taught must be systematically examined.
Copyright (c) 2026 Beyza Kaygısız, Fisun Bozkurt Ourila https://creativecommons.org/licenses/by/4.0
Growing up as a child with hearing loss in a deaf family
Hearing loss significantly influences the development of communication and linguistic skills through diverse pathways. When children with hearing loss are born to Deaf parents, their developmental needs become increasingly nuanced, shaped by family structure, cultural identity, and communication modalities. Research indicates that the specific modalities employed by primary caregivers at home directly dictate a child's linguistic and cognitive trajectory. While Deaf parents typically provide a rich, multimodal environment from birth through sign language and visual-tactile strategies, hearing parents often prioritize spoken language in alignment with conventional early intervention frameworks. Although timely, high-quality interventions can enable many children to reach peer-level spoken performance, such models may be insufficient for those with differentiated needs. A bilingual/bicultural approach, integrating both signed and spoken languages, offers the highest developmental gains for children of Deaf parents. However, in Türkiye, deficiencies in early intervention programs hinder the implementation of these inclusive models. This study provides a comprehensive single-case analysis of a child with hearing loss raised by Deaf parents to identify the factors shaping early childhood development. Data were triangulated through playgroup observations, researcher/teacher journals, semi-structured interviews, and document analysis. Findings suggest that parental modality preferences, communicative sensitivity within the family, and the continuity of specialized education are critical determinants of progress. Notably, the child’s education was disrupted by the COVID-19 pandemic, regional agricultural cycles, and residential instability, all of which adversely affected linguistic outcomes. To maximize developmental potential, this study recommends extending education periods in special education developing culturally sensitive playgroups, and integrating specialized educators.
Copyright (c) 2026 Nagihan Baş, Halil İbrahim Çakır https://creativecommons.org/licenses/by/4.0
Examination of curriculum literacy and pedagogical knowledge and skill levels of secondary school teachers
The study aims to examine the relationship between secondary school teachers’ perceptions of curriculum literacy and their pedagogical knowledge and skill levels. The study was designed using relational research, a quantitative research method. The study participants comprised 221 secondary school teachers working in Ordu province. When the study results were examined, it was determined that middle school teachers’ curriculum literacy levels were above the average on the scale. Among the sub-dimensions of curriculum literacy, secondary school teachers had the highest level of perceived valuing of the curriculum and the lowest level of questioning it. Also, teachers’ pedagogical knowledge and skill levels are generally above the midpoint of the scale. Among the pedagogical knowledge and skills sub-dimensions, teachers had the highest mean score in the student learning sub-dimension and the lowest in the instructional support sub-dimension. In the study, it was also determined that there was no significant difference between secondary school teachers’ curriculum literacy levels and pedagogical knowledge and skills levels according to the variables of subject area and professional seniority. According to the research results, a significant positive relationship was found between secondary school teachers’ curriculum literacy levels and their pedagogical knowledge and skills.
Copyright (c) 2026 Hürrem Evli, Sanem Tabak https://creativecommons.org/licenses/by/4.0
Special education teacher candidates’ experiences and views regarding artificial intelligence use
The growing integration of AI in educational environments underscores the need to equip future educators to use AI ethically and pedagogically. This necessity is particularly evident in special education, where personalized instruction, professional expertise, and ethical awareness are essential. This qualitative study utilized a phenomenological research approach to document participants’ lived experiences. Data were gathered through semi-structured interviews with eight pre-service special education teachers who were actively engaged in school-based experiences throughout the inquiry. All interviews were transcribed verbatim and subjected to content analysis, facilitating the systematic identification of themes and subthemes. The study produced ten primary themes and twenty-five secondary themes. Results suggest that participants predominantly viewed AI as a pragmatic and beneficial resource, especially for time efficiency, the creation of instructional materials, and the accommodation of diverse learner needs. Artificial intelligence was perceived as possessing significant potential to enhance personalized learning and instructional planning within special education settings. Participants reported a lack of formal instruction in AI within their teacher education programs, stating that their understanding was largely derived from self-directed inquiry. Ethical concerns, particularly regarding data privacy, the accuracy of AI-generated information, and professional accountability, emerged as a significant subject. Participants underscored that AI should be viewed as a supplementary tool rather than a replacement for educators’ professional competence and interpersonal engagement. The findings underscore the imperative of integrating structured AI literacy, ethical awareness, and practical applications into special education teacher training programs to facilitate responsible and effective AI use.
Copyright (c) 2026 Mustafa Şat; Yusuf İrşad Başaran, Esmehan Özer https://creativecommons.org/licenses/by/4.0
Blended mobility in teacher education: Policy frameworks and institutional practices from the Austrian context
This article examines how blended mobility was implemented in initial teacher education at PH Wien within the framework of Austria’s Higher Education Mobility and Internationalisation Strategy 2030 (HMIS2030). Using a qualitative, descriptive embedded case study design, the study analyses two blended school placement models at PH Wien: a pilot project in Crete and a sustained, curriculum-integrated implementation between 2021 and 2025. The data consist of aggregated institutional records and policy and programme documents, which were organised through a standardised six-dimensional template and analysed descriptively. The analysis focuses on documented features such as virtual preparation, short physical placement, curriculum integration, partnership structure, and policy alignment. The findings show that in the PH Wien cases, blended mobility was organised as a practicum-embedded and curriculum-recognised format that combined short physical school placements with virtual preparation or collaboration. The available records also indicate growth in participation and diversification of destinations across terms. Rather than demonstrating student-level outcomes or equity effects, the study documents how one university college of teacher education translated a national blended-mobility agenda into institutional arrangements within the structural conditions of teacher education. The study is limited by its single-institution focus, reliance on documentary and aggregated data, and lack of direct evidence on learning outcomes, perceptions, or classroom practice. Nevertheless, it offers cautious implications for institutions and policymakers seeking to design short-term international formats that fit existing teacher-education structures.
Copyright (c) 2026 Barış Eriçok, Thomas Bauer https://creativecommons.org/licenses/by/4.0
Emotion regulation of preservice teachers: Integrating emotional dimensions into online education
In this study, preservice teachers’ activating and deactivating emotions and emotion regulation strategies in online education were investigated. With this purpose in mind, two related studies were conducted. In Phase 1, the preservice teachers' activating and deactivating emotions in an online setting were investigated. In Phase 2, emotion regulation strategies of preservice teachers in online education were examined. While the first phase used quantitative methods, the second one employed qualitative methods. According to results, the most frequently mentioned emotions among preservice teachers in online education are positive emotions such as enjoyment, peacefulness, hopefulness, and happiness. It has been observed that attention shifting and avoidance were used to regulate their emotions. Preservice teachers’ emotions were positive, though they had problems utilizing diverse emotion regulation strategies.
Copyright (c) 2026 Gokce Sancak-Aydin, Hatice Cilsalar-Sagnak https://creativecommons.org/licenses/by/4.0
Student-led policy advocacy as living labs: Examining civic capability development in Indonesian higher education
This study examines whether living lab pedagogy develops civic capabilities in Indonesian university students. In a semester-long course, 98 students formed 20 teams executing authentic advocacy campaigns on self-selected policy issues. Using mixed methods (surveys, interviews, document analysis), we assessed civic capability development across six domains. Teams collectively generated 127,000 petition signatures and engaged civil society organizations. Thematic analysis reveals governance and justice issues dominated priorities (45%), with 65% of campaigns motivated by direct policy failure experiences. Interview data (n=35) suggests civic identity shifts and increased political efficacy. However, the study's preliminary nature, lack of comparison group, and limited follow-up constrain causal claims. Findings suggest living labs offer a promising pedagogical model, though longitudinal experimental research is needed.
Copyright (c) 2026 Dede Setiono https://creativecommons.org/licenses/by/4.0
Development of the data literacy scale in social sciences: A validity and reliability study
The present study will provide important information for future educational strategies and intervention programs by revealing the current status of undergraduate students in data literacy. The current research is a scale development study. The study group consisted of undergraduate students from 20 universities in Türkiye. Data validity and construct analysis were performed using exploratory and confirmatory factor analyses. Whereas the Kaiser–Meyer–Olkin (KMO) value of 0.967 indicated that the sample was perfect, Bartlett’s test confirmed that the correlations between the items were adequate. Cronbach’s alpha value of 0.973 indicated a very high internal consistency. Furthermore, high reliability was provided with the inter-form correlation of 0.853, the Spearman-Brown coefficient of 0.920, and the Guttman split-half coefficient of 0.919. The exploratory factor analysis revealed that the scale consisted of three sub-dimensions and explained 64.056% of the total variance. The items showed factor loadings above 0.40. The CFA results confirmed that the model represented the three sub-dimensions of data literacy well, and the RMSEA, CFI, IFI, and RFI fit indices were high. Compared with the available scales in the literature, this study makes a significant contribution by presenting a customized, comprehensive measurement tool in the context of the social sciences.
Copyright (c) 2026 Çağrı Demirtaş https://creativecommons.org/licenses/by/4.0
TSTT special issue editorial: Teacher training in the digital age
This editorial introduces the TSTT Special Issue of Pedagogical Perspective (Vol. 4, No. 3), which brings together five contributions originally presented at the TSTT Conference (Prague, May 30–31, 2025). Across diverse contexts—English language teacher professionalism, writing instruction in higher education, EFL administrative well-being, STEAM-oriented gamification in classical high school, and ethical AI in intercultural leadership—the papers collectively address a shared challenge: how teacher education and professional learning can respond to accelerated digital transformation while safeguarding pedagogical quality, human agency, and ethical responsibility. The issue foregrounds (i) teachers’ situated experiences with AI tools, (ii) institutional capacity and policy gaps, (iii) resilience and well-being as core dimensions of teacher development, and (iv) design-based approaches (e.g., gamification, OER, modular training) that bridge disciplinary traditions with emerging digital competencies. By synthesizing the five contributions, this editorial outlines converging insights and proposes a coherent agenda for teacher training: sustainable professional development that integrates AI literacy, ethical judgment, context-sensitive pedagogical design, and organizational support.
Copyright (c) 2025 Erhan Yaylak https://creativecommons.org/licenses/by-nc-nd/4.0
Evaluation of primary school students' awareness of environmental issues
This study aims to examine primary school students’ awareness of environmental issues by analysing their drawings as reflective pedagogical tools. The Environmental Attitude Scale (EAS) was applied to 208 randomly selected students. The data were analysed using SPSS, and students’ total attitude scores were calculated and ranked. Based on these scores, ten students representing high, medium, and low levels of environmental attitudes were selected through maximum variation sampling, forming a final study group of 30 students. The research data were collected using the Draw an Environment Test (DAET) and analysed through descriptive analysis. The analysis was guided by the “Multidimensional Assessment of Environmental Issues” framework. The findings revealed that students predominantly depicted environmental issues related to pollution, natural resource use, and flora and fauna. In contrast, drawings addressing climatic issues, social dimensions of environmental issues, and natural or human-induced disasters were considerably limited. Moreover, no representations were found regarding nuclear pollution, visual pollution, melting glaciers, nuclear accidents, or issues related to poverty and hunger. These findings indicate that although primary school students demonstrate a basic level of environmental awareness, their perceptions are largely confined to concrete, observable, and locally experienced environmental issues. The limited representation of global, abstract, and systemic environmental issues suggests that students’ understanding of the environment remains surface-oriented. In this context, the study presents empirical evidence highlighting the critical role of early and comprehensive environmental education in enabling children to develop multidimensional environmental awareness, internalize sustainability values, and establish a meaningful connection with the natural environment.
Copyright (c) 2026 Tansu Kahvecioğlu, Ayşenur Gündüz https://creativecommons.org/licenses/by/4.0
Early educational experiences and teacher gender bias in shaping female students' interest in Physics
Gender disparities in physics persist globally, with female participation in STEM fields remaining disproportionately low in Ethiopia. Drawing on Situated Expectancy-Value Theory (SEVT) and Social Cognitive Theory (SCT) as interpretive frameworks, this study examined how early educational experiences, teacher influence, and gender bias shape female students’ interest in physics in Kaffa Zone secondary schools in Southwest Ethiopia. A quantitative approach was employed to collect data from 352 female students using structured questionnaires. Exploratory factor analysis confirmed construct validity (KMO = 0.847), and reliability was excellent (α = 0.951). Early educational experiences and exposure to female role models emerged as the strongest predictors of interest in physics. From a SEVT perspective, these findings suggest that formative experiences shape students’ expectations for success and subjective task value, while from an SCT perspective, they highlight the importance of mastery experiences and vicarious learning in developing self-efficacy. Curriculum approaches and sociocultural influences also contributed significantly. Notably, teacher influence and gender bias were not significant predictors, suggesting evolving teacher attitudes in this context. This study underscores the critical importance of early exposure to science, visible female role models, and inclusive curricula in fostering girls’ interest in physics.
Copyright (c) 2026 Tewodros Adaro Gatissa https://creativecommons.org/licenses/by/4.0
Challenges in intercultural leadership: An overview of the SHUTTLE project and the incorporation of AI in an HE context
Intercultural leadership and its subset of intercultural communicative leadership in Education 5.0 is the ability to effectively navigate one’s self and others through cultural differences as well as integrate technology, artificial intelligence (AI), personalized learning, and digital ethics to create learner-centered environments. Educators today are often eager to incorporate AI into their daily plans yet many are unaware of the potential inaccuracies and discrepancies inherent to AI. Issues regarding fairness, privacy and bias being hardwired into any potential AI system are concerns that need to be properly analyzed and addressed in order to mitigate against unintended consequences and ensure that such tools are not causing harm or being abused. However, despite these potential risks, current research regarding AI use in HEIs argues that the technology is simply “too good to not use”. This article will present an overview of the Erasmus+ SHUTTLE project, which aims to explore how AI-powered computing systems can extend or augment the possibilities of teaching, learning, and research while doing so ethically, responsibly, and humanely. Primarily, this article will discuss and draw attention to issues pertaining to intercultural communicative leadership and the ethical creation of learner-centered environments in an HE context. A summary of the SHUTTLE project and its completed outputs will be highlighted as well as a review of pertinent literature and available AI tools followed by relevant methodology for incorporating AI within an HE context.
Copyright (c) 2025 Michael Diaz https://creativecommons.org/licenses/by-nc-nd/4.0
An analysis of the science curriculum within the Türkiye century education model based on the SOLO taxonomy
The science curriculum, updated in 2024, includes comprehensive reforms to promote interdisciplinary integration in teaching, develop higher-order thinking skills, and strengthen student-centered learning. Determining the extent to which these innovations reflect the cognitive depth of learning outcomes is strategically important for evaluating the curriculum’s effectiveness in both its theoretical and practical dimensions. Within this framework, the SOLO Taxonomy provides an opportunity to objectively classify learning outcomes by structure, scope, and cognitive complexity, thereby revealing the cognitive profile of teaching programs in a detailed and systematic manner. In light of these considerations, this study aims to systematically analyze the learning outcomes for grades 3–8 in the 2024-updated science curriculum within the scope of the Türkiye Century Education Model, according to the SOLO taxonomy. The document review method, a qualitative research approach, was used in the study, and the 2024 science curriculum, published electronically by the Ministry of National Education, was examined as the data source. Descriptive analysis was employed to analyze the data obtained. The results indicated that the 585 learning outcomes for grades 3–8 within the curriculum were predominantly represented at the multistructural and relational stages, whereas the extended abstract stage was represented to a limited extent, and the unistructural stage to a very low extent. The expected gradual progression in cognitive development was not achieved across all grades when evaluated by grade levels, with some grades showing a decrease in higher-level cognitive structures and an increase in basic-level structures. This indicates that the curriculum has limitations in maintaining a balance between cognitive levels.
Copyright (c) 2026 Caner Çabuk, Cengiz Özyürek https://creativecommons.org/licenses/by/4.0
From humanities to STEAM: Gamified learning and the development of digital competencies in the classical high school
Although classical high schools in Italy are traditionally associated with lecture-based instruction, the integration of gamification offers promising ways to enhance student engagement and motivation. This study addresses the challenge of incorporating digital and computational competencies into humanistic education by examining the implementation of gamified learning strategies at classical high school with STEAM curriculum in the South of Italy. The purpose of the study is to explore how tools such as escape rooms, educational robotics, and artificial intelligence can transform the perception of coding, specifically Python programming, as a relevant and accessible subject within a classical curriculum. A longitudinal mixed-methods case study design was adopted. The sample included 52 students and 3 teachers who voluntarily participated in a year-long innovation program. Data were collected through pre/post questionnaires, direct observation, performance assessments, and interviews. Quantitative data were analyzed using chi-square tests; qualitative data were examined via thematic analysis. Results revealed a significant increase in students’ motivation, particularly in coding and robotics activities. Students reported enhanced engagement, improved collaboration, and reduced anxiety through AI-assisted coding. Teachers also perceived improved digital and pedagogical competencies, despite time constraints. Escape rooms emerged as particularly effective for promoting active learning, problem-solving, and interdisciplinary connections. These findings highlight the transformative potential of gamification in classical education settings. Practical implications include the need for professional development focused on integrating playful learning strategies. Future research should further explore scalable models to bridge the gap between humanities and digital education through sustained pedagogical innovation.
Copyright (c) 2025 Daniela Canfarotta, Manuela Pipitone https://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing direct instruction through an adapted K-W-L strategy
Observations of pre-service teachers (PSTs) conducting Direct Instruction (DI) lessons reveal low levels of learner engagement, with instruction remaining predominantly teacher-centred. This conceptual pedagogical paper proposes a modification of Ogle's (1986) Know-Want-Learned (K-W-L) strategy, reformulated as K-W-L in Direct Instruction (K-W-L in DI). This is intended to help PSTs bolster learner engagement and implement inclusive teaching practices when using DI as a teaching strategy. Incorporating the K-W-L framework into DI activates learners’ prior knowledge, promotes alignment with the lesson objective through structured teacher questions, and provides means for reflective learning through formative assessment. The K-W-L strategy in the DI framework can support differentiated instruction and scaffold learning within Vygotsky’s Zone of Proximal Development. Although numerous adaptations of the original K-W-L strategy have been applied across disciplines to improve comprehension of expository texts, K-W-L in DI uniquely positions the K-W-L chart as an instructional tool within direct teaching. The three sections of the K-W-L chart facilitate the organisation of lessons into three phases: before, during, and post-engagement with new material. These three sections align, respectively, with the introduction, development (body), and consolidation stages of a DI lesson. This alignment enables the K-W-L chart to function as a structured scaffold for guided learning when utilising the DI teaching strategy. The proposed framework embeds teacher-generated questions, grounded in Bloom’s revised taxonomy, to facilitate differentiated instruction and sustained learner participation throughout the lesson. This study underscores the value of preparing future teachers to use K-W-L in DI as both a planning and instructional medium to improve student engagement and inclusive teaching practices when presenting DI lessons.
Copyright (c) 2026 Tracey Herman https://creativecommons.org/licenses/by/4.0
Evaluation of scratch-based educational digital games from the perspectives of prospective teachers
This study evaluates educational digital games developed in Scratch from the perspective of prospective primary school teachers. This research investigated participants’ perceptions of educational digital games (EDGs), their experiences with these games, and their views on EDGs' contribution to mathematics instruction. The study used a phenomenological design, which is a qualitative research approach, and involved 16 final-year prospective teachers from the primary education department of a state university’s faculty of education during the 2023–2024 academic year. Data were collected through semi-structured interviews and analyzed using content analysis. Five themes emerged from the findings: the concept of educational digital games, their use in mathematics teaching, game design, challenges encountered in the games, and feedback on design. Participants defined EDGs as effective instructional tools that capture students’ attention, make learning enjoyable and lasting, and help to concretize abstract concepts. Overall, the findings suggest that educational digital games can enhance student motivation and conceptual understanding in mathematics education and serve as a valuable tool for developing pre-service teachers’ digital pedagogical competencies.
Copyright (c) 2026 Ümran Şahin, Mustafa Mızrak https://creativecommons.org/licenses/by/4.0
Behavioural problems in 48-72 month old children and the role of familial factors
This research aimed to identify 48-72 month old children with behavioral problems and to examine familial factors such as family characteristics, family involvement, and alexithymia that are thought to be associated with these problems. In line with this main objective, behavioral problems in children, family involvement, and families' alexithymia (difficulty in recognizing, expressing, and distinguishing emotions) levels were determined, and the variation in the presence of behavioral problems in children according to family characteristics, family involvement, and families' alexithymia levels was examined. A relational survey model, one of the quantitative research methods, was used to identify children with behavioral problems and to examine the familial factors affecting children's behaviors in terms of various variables. Convenience sampling was used in the study, and the sample consisted of 389 children aged 48-72 months attending preschool education institutions affiliated with the Ministry of National Education in Ordu province and their families. The "Preschool Behavioral Problems Screening Scale", "Family Information Form", "Family Involvement Scale", and "Toronto Alexithymia Scale" were used to collect research data. According to the research results, it was determined that the presence of behavioral problems in 48-72 month old children differed significantly according to some characteristics such as the age of parents, mother's educational status, number of children in the family, birth order of the child, and the family's observation of a problem in the child, while it did not cause a significant change according to some others (parents' closeness to the child, employment status, etc.), that the family involvement levels of parents of children without behavioral problems were higher than those of parents of children with behavioral problems, and that the presence of behavioral problems in children was not affected by their families' alexithymic status.
Copyright (c) 2025 Didem Semerci Arıkan, Ozana Ural, Nazife Hülya Bilgin Köse https://creativecommons.org/licenses/by-nc-nd/4.0
Social studies teachers’ opinions on values education
Values play a crucial role in the formation and maintenance of an organised social structure. The continuity of a well-ordered society is closely related to the presence of shared and positive values among its members. Societies that have adopted ideal values have historically achieved a more enduring place in history. Without moral values, individuals cannot live in a stable and harmonious order merely through written legal rules. One of the fundamental aims of education is to raise citizens who possess certain values and are capable of assuming responsibility. It is widely acknowledged that values are undergoing a process of degeneration. This process, which leads to the corruption of values, also places educational institutions in a difficult position, particularly regarding issues such as violence. Therefore, it is necessary to re-examine whether the values that the curriculum seeks to convey truly serve their intended purpose. The present study aims to explore the opinions and solution suggestions of social studies teachers regarding the problems encountered in values education within middle school social studies courses. The research employed a phenomenological design, one of the qualitative research methods, and the criterion sampling method, a form of purposive sampling, was used in the selection of the study group. In this context, the study group consisted of social studies teachers working in middle schools in a province located in the Central Anatolia region during the 2024–2025 academic year. A semi-structured individual interview form was used as the data collection instrument, and the data obtained from the interviews were analysed using the inductive method. Efforts were made to ensure objectivity throughout the research process. Another researcher reviewed the data collected, and inter-rater agreement was achieved. The findings were then discussed within the framework of the relevant literature, and appropriate recommendations were provided.
Copyright (c) 2025 İsa Aliç, Kubilay Yazıcı https://creativecommons.org/licenses/by-nc-nd/4.0
Views of Turkish as a foreign/second language learners on grammar
Turkish Language Teaching Application and Research Centers (TÖMER) support basic language skills with grammar lessons. Although practices vary from center to center, in many TÖMERs, grammar lessons are taught as a separate, independent component from skill lessons, and learners are subjected to exams on these subjects. Studies on grammar teaching advocate that grammar should not be prioritized but taught intuitively, and instructors also state in interviews that this approach is correct. However, when we look at the current situation and practices, the situation is different. Grammar lessons take precedence over skill lessons and even become the focus. The views of instructors are generally taken into account; the views of experts are included, but the views of learners of Turkish as a second/foreign language on grammar courses remain in the background. To fill this gap in the literature, interviews were conducted in the current study to determine the views of learners of Turkish as a second/foreign language on grammar courses. A total of 20 advanced-level participants who had learned Turkish as a second language were included in the study. In addition to their demographic information, participants were asked 8 open-ended questions. The open-ended questions were designed to elicit participants’ views on grammar and grammar courses. The participants’ answers were recorded both in writing and audio recording by the researcher. The data analysis for this study followed an inductive approach focused on category construction. When the participants’ answers were examined, it was concluded that learning grammar is essential for proper communication, motivates them to use language productively, and helps them understand the full context of receptive skills. However, when grammar is not learned correctly, it prevents them from speaking and writing, and keeps them unaware while reading and listening.
Teaching Turkish as a foreign/second language
Copyright (c) 2026 Öykü Mercan Çetin https://creativecommons.org/licenses/by/4.0
The role of prototype memories in social studies teachers’ instructional decision-making processes: An ethnomethodological analysis
Instructional decisions are the judgments teachers make throughout the instructional process about what, how, why, and when to teach. Examining the various dimensions of how teachers structure these decisions can provide valuable insights into the dynamics of the teaching–learning process. This study aimed to explore how social studies teachers’ prototype memories influence their instructional decision-making processes. The research was conducted using an ethnomethodological design grounded in qualitative research methods. The study group consisted of nine social studies teachers working in the province of Nevşehir, selected through convenience sampling. Data were collected using a semi-structured interview form developed by the researchers and analyzed through thematic analysis. The findings reveal that teachers employ prototype memories to guide lesson flow, facilitate classroom management, foster emotional connections with students, and concretize abstract concepts. Teachers perceived these memories as tools for guiding professional identity development and instructional decision-making. However, the study also highlights that prototype memories do not yield uniform effects across all situations. Teachers emphasized considerations such as relevance to the subject, ethical and cultural appropriateness, and timing when utilizing prototype memories in the classroom. Based on these results, teacher education programs should provide learning environments where teacher candidates can share their experiences and develop teaching strategies. Furthermore, the influence of prototype memories on instructional decision-making across disciplines and with larger sample sizes should be investigated in future research.
Copyright (c) 2026 Muhammed Talha Özalp, Gülşah Nazlı, Eda Dinçer, Emine Büşra https://creativecommons.org/licenses/by/4.0
Examining the future and occupational anxiety of preschool teacher candidates
This study examined the relationship between future anxiety and occupational anxiety among preschool teacher candidates. A correlational survey design was employed. The sample comprised 225 teacher candidates enrolled in the Preschool Education Department of the Faculty of Education at a state university. Data were collected using a Demographic Information Form, the Future Anxiety Scale for University Students, and the Occupational Anxiety Scale for Prospective Teachers. All measures were completed individually via an online platform. Results indicated that fear of the future, hopelessness about the future, and overall future anxiety were positively and significantly associated with all eight dimensions of occupational anxiety (task-centred, economic-social-centred, student communication-centred, peer and parent-centred, personal development-centred, appointment-centred, adjustment-centred, and school management-centred anxiety). Higher levels of fear of the future and hopelessness about the future were accompanied by higher levels of occupational anxiety, whereas lower levels were accompanied by lower occupational anxiety. Overall, future anxiety showed the strongest association with economic-social-centred anxiety and the weakest association with student communication-centred anxiety. Regression analyses further showed that fear of the future, hopelessness about the future, and overall future anxiety significantly predicted each dimension of occupational anxiety. Overall, future anxiety most strongly predicted economic-social-centred anxiety and least strongly predicted student communication-centred anxiety. Taken together, these findings indicate that future anxiety is closely linked to how teacher candidates perceive and anticipate their professional lives.
Copyright (c) 2026 Hülya Gülay Ogelman, İlkay Göktaş https://creativecommons.org/licenses/by/4.0
Examining the relationship between parents’ beliefs about reading and home literacy environment
A positive home environment created by parents effectively fosters the development of children’s literacy skills. The beliefs of parents play a crucial role in shaping the activities they engage in with their children, the home environment they create, and the resources they provide. There is a need to clarify the extent to which parents’ reading beliefs play a role in the home literacy environment. This study aims to examine the relationship between parents’ beliefs about reading and the home early literacy environment they provide for their children. The participants consist of 121 caregivers of preschool children (108 mothers and 13 fathers). Data for this correlational study were gathered using the Parent Reading Belief Inventory and the Home Early Literacy Environment Scale. The analysis focused on the self-reports provided by the parents. Findings showed that parents have a moderate level of beliefs about reading. In addition, parents typically create a medium to high-quality home literacy environment for their preschoolers. Significant relationships were identified between parents’ beliefs about reading and the early literacy environment they create at home for their children. Findings confirmed the significance of parents’ positive beliefs about reading in creating a quality home literacy environment that enhances children’s literacy skills.
Copyright (c) 2025 İrem Gürgah Oğul, Özlem Karayer https://creativecommons.org/licenses/by-nc-nd/4.0
Clarifying research problems and questions in education: A systematic review of definitions, quality criteria, formulation strategies and frameworks
In educational research, there is often confusion about the distinction between a research problem and a research question. This uncertainty hampers conceptual clarity, alignment, and the overall methodological coherence of a research project. The Objective of the Review: Is to investigate and synthesise definitions, quality criteria, formulation strategies, and frameworks related to research problems and questions. A systematic review of the literature was conducted spanning 2000–2026. The review focused on English-language studies, and data were obtained from Google Scholar, ERIC, EBSCOhost, and the Directory of Open Access Journals. Texts were reviewed after being screened independently by both reviewers against predefined criteria. Using Cohen’s κ, inter-rater reliability was assessed, and disagreements were resolved by consensus. The study was appraised using CASP checklists. The data were synthesised and analysed thematically and tested for stability through a sensitivity analysis. From the selected studies, 55 met the inclusion criteria. The following themes emerged from the data: the distinct significance and purpose of problems versus questions; the multiple origins of problems and how they are transformed into researchable questions; the criteria for strong formulation of research problems and questions; and frameworks for developing research problems and questions. The review suggested practical templates and checklists for writing research problems and questions. The evidence in the review included diverse sources, methods, contexts, and data types, as education literature remains limited. Also, formal frameworks for problem statements are limited; therefore, literature is, in some cases, adapted from other fields. Research problems and research questions are conceptually distinct yet interdependent. Applying explicit criteria, alignment checks, and appropriate frameworks can strengthen design decisions, analytic focus, and reporting quality in education research. The research used a correlational survey design.
Copyright (c) 2026 Bernadictus Plaatjies, Anton Pretorius https://creativecommons.org/licenses/by/4.0
Predicting romantic relationship satisfaction in young adults: The roles of self-compassion, gratitude, and forgiveness
Romantic relationships significantly influence the well-being of young adults; however, the psychological dimensions underlying relationship satisfaction remain a central topic of scholarly exploration. This study aimed to examine whether self-compassion, gratitude, and forgiveness—as core positive psychological traits—are associated with and predictive of satisfaction in romantic partnerships. The study utilized data from 333 young adults in Turkey (aged 20–40) who completed validated measures of romantic satisfaction, self-compassion, gratitude, and forgiveness. Data analyses included Pearson correlation and multiple linear regression analyses. The findings revealed that while all three traits were positively associated with romantic relationship satisfaction, their individual predictive power was limited. Notably, only forgiveness emerged as a significant predictor in the final regression model. These results highlight the potential relational value of these psychological traits, particularly forgiveness, while also emphasizing the influence of broader psychological and contextual factors. Implications for therapeutic practice and relationship enhancement interventions are discussed.
Copyright (c) 2025 Ayşe Sibel Biçer https://creativecommons.org/licenses/by-nc-nd/4.0
An examination of academic envy behaviours among dentistry faculty students across various variables
Dental school students experience competition not only during the preparation process for university entrance but also throughout their academic education. As in every competitive environment, academic envy behaviours inevitably emerge in this context as well. This study examines the level of academic envy among dental school students in relation to academic achievement, year of study, gender, sibling status, romantic relationship status, and socioeconomic level. The study was conducted with 705 dental students. To analyze the data, the Mann–Whitney U test was employed for the variables of gender, sibling status, and romantic relationship status. At the same time, the PerANOVA technique was applied for socioeconomic level, year of study, and grade point average. The findings revealed that male students exhibited higher levels of academic envy compared to female students, and students without siblings reported higher levels of envy than those with siblings. In addition, fifth-year dental students demonstrated greater academic envy than students in other years. Students with low socioeconomic status also showed higher levels of academic envy compared to those with medium and high socioeconomic status. Furthermore, students with very high grade point averages were found to display higher levels of academic envy compared to other groups. However, no significant difference was observed in academic envy between students with and without a romantic relationship.
Copyright (c) 2025 Deniz Yılmaz, Duygu Koçak https://creativecommons.org/licenses/by-nc-nd/4.0
Evaluation of BİLSEM teachers’ use of digital tools according to teachers’ opinions
This study aims to examine the role of digital tools in the educational process, teachers' perspectives on these tools, and the challenges they encounter. Additionally, it seeks to contribute to the identification of teaching strategies and the development of teacher training programs. The study adopts a phenomenological design and includes interviews with 20 teachers from various disciplines working at five different Science and Art Centers (Bilsem) in Gaziantep. Participants were selected using the criterion sampling method, and data were collected through a semi-structured interview form developed based on expert opinions. The collected data were analyzed using content analysis with the MaxQDA Analytics Pro software. The results indicate that in order for teachers working at Bilsem to use digital tools more effectively in their lessons and projects, it is essential to improve existing teaching methods and enhance training programs. These improvements should focus on integrating practical applications of digital tools into pedagogical practices, providing continuous professional development opportunities, and offering hands-on workshops tailored to teachers’ specific subject areas. Moreover, fostering a supportive institutional environment that encourages experimentation and collaboration among educators can significantly contribute to the effective integration of digital technologies in teaching and learning processes.
Copyright (c) 2025 Yasemin Gözüküçük, Birsen Bağçeci https://creativecommons.org/licenses/by-nc-nd/4.0
Monitoring and evaluation of teacher competencies at the international level: A comparative study
Teachers’ professional competencies are a fundamental factor that directly affects the quality of education systems and student achievement. This study comparatively examines the approaches of Germany, Australia, Finland, South Korea, Hong Kong, Canada, and Singapore to monitoring and evaluating teacher competencies. Designed as a qualitative review, the research analysed 58 studies selected from articles, reports, and official documents published between 2020 and 2025. The findings reveal that while all countries associate teacher competencies with entry into the profession, professional development, and career progression, their evaluation methods differ significantly. Standardized and development-oriented systems are emphasized in Australia and Singapore; autonomy and trust are prioritized in Finland; performance-based accountability is highlighted in South Korea; self-evaluation is advanced in Canada; legal inspection frameworks prevail in Germany; and career-ladder evaluations are applied in Hong Kong. The results provide important insights for Turkey, suggesting that competency-monitoring processes should be integrated with professional development, digital competencies, and cultural inclusivity.
Copyright (c) 2025 Mehmet Arslan https://creativecommons.org/licenses/by-nc-nd/4.0
Examining the relationship between ecological literacy and ecological footprint awareness
This research was conducted to determine the ecological literacy and ecological footprint awareness of high school students and to examine the relationship between these variables statistically. The research was designed using the relational screening model. The study sample consists of 962 high school students from all grade levels who continue their education in Ankara in the 2022-2023 academic year. The sample was determined according to the convenience sampling approach. As a result of the research, it was determined that the students' ecological literacy and ecological footprint awareness were at a moderate level. It was determined that the students' levels of ecological behavioural literacy and ecological emotional literacy, which are sub-dimensions of ecological literacy, are low; their ecological ethical literacy levels are at a medium level, and the sub-dimension where the students are at a high level is ecological awareness literacy. The students' awareness of food is higher than that of the other sub-dimensions. It was concluded that the students are sensitive about food shopping, organic food, and plastic products used in food products, and their awareness of these issues is at a considerable level. According to the relational screening result, it was determined that as the students' ecological literacy levels increase, their ecological footprint awareness rises at the same rate.
Copyright (c) 2025 Fatma Alkan, Miraç Yiğit Cangüven https://creativecommons.org/licenses/by-nc-nd/4.0
Investigation of the relationships between preschool children's theory of mind skills and symbolic representations in drawings
The purpose of the research is to determine by age whether there is a relationship between the symbolic representations in pre-school children's drawings and the theories of mind skills. In the research, the relational survey model was used as the quantitative research methods. The study group consists of 120 children aged four to six attending public kindergartens in Ordu Province. As a data collection tool, to determine the theories of mind skills; " Theory of Mind Tasks", for symbolic representations; Golomb's "Representative Drawing Tasks" and Personal Information Form" are used. The data were obtained by evaluating face-to-face practice and drawings with each child. Data were analyzed with the SPSS program. As a result of the research, it was determined that the representative drawing success scores of four, five and six-year-old children increased as they got older, and when the age was controlled, the representative drawing success of girls was higher than boys. In addition, it is concluded that the sub-dimensions of theory of mind skills are significantly related to the representational skills in the drawings.
Copyright (c) 2026 Hatice Darga https://creativecommons.org/licenses/by/4.0
Predictors of career adaptability: Self-efficacy perception towards technology integration and attitude towards technology
The purpose of this study is to examine whether pre-service teachers' career adaptability is predicted by their self-efficacy perceptions towards technology integration and their attitudes towards technology. The research group consists of 421 pre-service teachers studying at various universities in the 2024-2025 academic year. The research data were obtained by using " Technology Integration Self-Efficacy Scale " adapted into Turkish by Ünal and Teker (2018), "Career Adapt-Abilities Scale Short Form " adapted into Turkish by Erdoğmuş-Zorver and Yeşilyaprak (2021), "Attitude Towards Technology Scale" developed by Aydın and Karaa (2013), and "Personal Information Form" developed by the researchers. SPSS 27.0 program was used to analyse the data and multiple linear regression analysis was performed. According to the findings, it was determined that there was a statistically significant positive relationship between self-efficacy perception towards technology integration, attitudes towards technology and career adaptability levels. Attitudes towards technology and self-efficacy perception towards technology integration were found to be significant positive predictors of career adaptability level.
Copyright (c) 2025 Fatih Koca, Sena Kılıç https://creativecommons.org/licenses/by-nc-nd/4.0