The purpose of this study is to examine the relationships among perceived university support, leisure time management, academic reputation perception, and students’ reasons for pursuing higher education within the framework of the Social Exchange Theory. In addition, the parallel mediating roles of leisure time management and academic reputation perception in the relationship between perceived university support and reasons for pursuing higher education were tested. The study was conducted using a quantitative research design, and the data were obtained from 406 students studying at Bingöl University. The data were collected through self-report scales with established validity and reliability and analyzed using structural equation modeling (SEM). The results of the mediation analysis revealed that this relationship was fully mediated by leisure time management and academic reputation perception, indicating a full mediation structure in the model. Overall, the findings suggest that university support influences students’ motivations not directly, but through behavioral and perceptual processes. By offering a process-oriented perspective within the context of higher education, this study contributes to the literature and provides practical implications.
This study examines the experiences of 38 preservice teachers as they engaged with Culturally Responsive Teaching (CRT) practices in their English Language Arts (ELA) lessons. Preservice teachers learned about CRT practices in a literacy methods course, developed ELA lessons that incorporated these practices, and taught the ELA lessons to elementary school students at their field placements. They reflected on both their delivery of lessons and the implementation of CRT practices. Data were collected using multiple instruments, including pre- and post-surveys, lesson plans, and edTPA planning and instruction commentaries. Analysis showed that preservice teachers most frequently planned and implemented three specific CRT practices: CRT 5 modeling high expectations for all students; CRT 6 promoting respect for student differences; and CRT 4 bringing real-world issues in the classroom. Their experiences of learning about CRT practices and incorporating them into their lessons prepared them to become culturally responsive teachers.
Understanding how pre-service teachers’ curriculum belief orientations relate to their professional preparedness is important for teacher education. This study examined the structural relationships among curriculum design orientations, democratic tendency, and teaching preparedness. Data were collected from 287 teacher candidates enrolled in a faculty of education in Türkiye. Participants completed measures of subject-centered curriculum orientation, constructivist curriculum orientation (combining learner-centered and problem-centered orientations), democratic tendency, and teaching preparedness. Structural equation modeling was conducted using Jamovi (Version 2.6.44) to examine the structural relationships among the variables. The results showed that constructivist curriculum orientation positively predicted democratic tendency, whereas subject-centered orientation negatively predicted democratic tendency. Democratic tendency showed a limited and non-significant association with teaching preparedness. Neither constructivist nor subject-centered orientation demonstrated a significant direct effect on preparedness, and democratic tendency did not function as a mediating mechanism. The model explained substantial variance in democratic tendency but relatively limited variance in teaching preparedness. Overall, the findings suggest that constructivist curriculum beliefs are closely aligned with democratic dispositions, while democratic values appear to be associated with broader professional orientations rather than with immediate perceptions of teaching preparedness. The study contributes to the literature by clarifying the distinct roles of curriculum belief orientations and democratic tendency in pre-service teacher development. Practically, the findings suggest that teacher education programs may benefit from integrating democratic participation, reflective dialogue, and learner-centered experiences alongside curriculum-related coursework in order to support broader aspects of professional readiness.
Environmental education (EE) has become important in early childhood because it equips children with the knowledge that they need to understand how ecosystems function and how to promote sustainability. Despite the significance of EE in early childhood education, it has been challenging for teachers to implement EE activities. This has mainly been caused by insufficient knowledge, practical experience, and confidence. This mixed-method case study examined the impact of a teacher-led initiative designed to support the integration of EE into kindergarten classrooms in Hong Kong. The study relied on data collected from six kindergarten teachers who participated in a professional development programme. Quantitative data were collected using questionnaires, while qualitative data were obtained through observations, field notes, and teacher reflections. According to the quantitative data analysed in this study, participation in the initiative was associated with increases in knowledge and attitudes toward EE, confidence in implementing EE, and improved integration of EE strategies in classroom activities. The Wilcoxon Signed-Rank Test analysis showed that improvement in classroom practice was statistically significant, while increases in knowledge and confidence were a reflection of positive but non-significant trends. Qualitative findings indicated increased teacher awareness of environmental concepts, greater willingness to incorporate EE into daily teaching, and enhanced capacity to design play-based environmental learning experiences. Both quantitative and qualitative findings suggest that professional development, collaborative planning, and reflective practice are critical in supporting the integration of EE in early childhood education. This study used a small sample size and a single design. Therefore, the findings should be interpreted as exploratory and context-specific.
This research constructs and evaluates a multidimensional scale for assessing innovation management inside educational institutions. A five-dimensional construct is proposed, informed by innovation management, organizational theory, and higher education research, encompassing strategic innovation planning, innovation process and project management, human and knowledge capabilities, external networks and partnerships, and digital, data, and governance capabilities. A quantitative scale creation process was utilized, incorporating a multi-phase design that encompassed item generation, expert validation, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) with independent samples. The findings exhibit robust psychometric characteristics. The Exploratory Factor Analysis (EFA) validated a distinct five-factor structure, whilst the Confirmatory Factor Analysis (CFA) demonstrated a satisfactory model fit (CFI = .956, RMSEA = .054, SRMR = .041). All constructs demonstrated good reliability (CR ≥ .89) and convergent validity (AVE ≥ .55). Discriminant validity was affirmed by the Fornell–Larcker criterion and HTMT ratios (less than .85). A second-order confirmatory factor analysis further validated that the five dimensions significantly contribute to a higher-order innovation management construct (loadings = .78–.91). The results offer strong empirical support for a validated measurement tool relevant to research, institutional leadership, and policy assessment. The scale enhances the philosophy of innovation management in education and facilitates data-driven transformation inside higher education systems.
This study examines the impact of anger control and zero-violence training on the prevention of violent teaching among elementary school teachers in Timor-Leste, which can have implications for the professionalism of teachers and the safety of schools. The quantitative type of research was used, where an ANOVA and multiple regression analysis were performed to evaluate the data set of the sample of 40 trained teachers in the Baucau municipality. The result showed that zero-violence training has significantly improved teachers’ approach to non-violent instructional practice in the classroom. In contrast, the Anger-Control Training did not generate a measurable effect. These findings suggest that system-based feature interventions that focus on classroom actions and relationships between educators and students are more efficient compared to separate programs for managing emotions. This study contributes to the international debate on violence-free education because it points out the significance of evidence-based but culturally appropriate teacher training in post-conflict situations. Reinforcements involve the incorporation of zero-violence training in both pre-service and in-service teacher preparation, the establishment of continuous professional monitoring, and the utilisation of the program in rural areas of Timor-Leste.
This study examines the intersection of Artificial Intelligence (AI), entrepreneurship education, and curriculum transformation in the Global South. Using a systematic bibliometric analysis of 253 publications from 2019–2024 indexed in Scopus, Web of Science, and JSTOR, the study maps publication trends, intellectual structures, and collaborative networks shaping this emerging field. The analysis identifies four key themes: AI-enabled pedagogical innovation, digitalisation and curriculum redesign, entrepreneurship education in developing contexts, and global research collaboration. Guided by Activity Theory, the study conceptualises AI as a mediating artefact shaping interactions between pedagogy, technology, and institutional contexts. The findings highlight the transformative potential of AI in advancing entrepreneurship education while revealing persistent challenges related to infrastructure, policy, and digital inequality. The study contributes theoretical and policy insights for fostering inclusive, contextually responsive, and innovation-driven curriculum transformation in Global South higher education.
In response to the national strategic demand for cultivating talent aligned with New Quality Productive Forces (NQPF), this study aims to reform the educational paradigm of the “Power Electronics Technology” course in higher engineering education. A progressive ideological and pedagogical integration model termed the “Three Teaching Objective, Five Measures, Five Assessments methods, and A calculation method for objective attainment degree.” is designed and implemented. This reform was applied to the 2023 grade students of the course, with the 2022 grade serving as a comparison group. The intervention involved restructuring course content, innovating teaching methods, and overhauling the assessment system. The key finding was a 24% increase in the average course attainment degree for the 2023 grsde compared to the 2022 grade, demonstrating the model's effectiveness in enhancing learning outcomes. This study provides a replicable, data-driven reform framework that successfully translates the macro-concept of NQPF into micro-level curricular practice, offering a valuable solution for engineering education innovation in the context of technological and strategic transformation.
The rapid adoption of generative artificial intelligence (AI) tools such as ChatGPT has raised important questions about how AI-supported learning relates to students’ self-directed learning (SDL) and mathematics achievement, particularly among Generation Z learners. This study examined the relationship between AI-facilitated SDL and mathematics performance using a convergent mixed-methods design among junior high school students in accredited public schools in the Philippines. A total of 272 Grade 7–10 students completed the Self-Rating Scale of Self-Directed Learning (SRSSDL) and an AI/ChatGPT Use and Engagement questionnaire, and their responses were linked to standardized mathematics assessment scores. In addition, 73 students participated in focus group discussions to describe how they used ChatGPT for mathematics learning. Quantitative results showed that most students demonstrated moderate SDL readiness (47.79%), while 29.41% exhibited high SDL and 22.79% showed low SDL. SRSSDL scores were strongly and positively correlated with mathematics performance (r = .849, p < .001), whereas ChatGPT usage showed a weak but significant positive correlation with performance (r = .227, p < .001). SRSSDL and ChatGPT usage were not significantly related (r = .080, p = .187). Multiple regression indicated that SDL readiness and ChatGPT usage significantly predicted mathematics performance (R² = .746), with SDL emerging as the dominant predictor (β = .836, p < .001) and ChatGPT usage contributing a smaller but significant effect (β = .159, p < .001). Qualitative thematic analysis yielded three themes: (1) Personalized support and motivation, (2) Challenges in critical thinking and overreliance, and (3) ChatGPT as a learning companion, indicating that the benefits of ChatGPT depend on how intentionally and critically it is used. Integrated findings suggest that while ChatGPT may provide supplementary support, SDL readiness remains the primary driver of mathematics achievement, and responsible AI use practices are necessary to minimize risks such as overreliance and reduced independent reasoning.
This study also investigates the moderating role of artificial intelligence satisfaction and the mediation role of perceived trust in the relationship. The total sample in this study consisted of 145 respondents who were analysed using partial least squares structural equation modeling (PLS-SEM) and bootstrapping procedures with the help of the SmartPLS version 4 application. The results of the analysis show that perceived usefulness does not have a positive and significant relationship with learning attitudes. Contrarily, perceived trust and artificial intelligence satisfaction have a positive and significant relationship with learning attitudes. The next expression, perceived usefulness has a positive and significant effect on perceived trust. Then, in indirect testing, perceived trust successfully functions as a mediator in the relationship between perceived usefulness and learning attitudes, but not with artificial intelligence satisfaction which acts as a weakening factor in the relationship between perceived usefulness and learning attitudes.
Bididikmisi scholarship students' financial limitations require them to manage them effectively and efficiently. Students' awareness of managing finances is based on their attitudes formed through financial literacy resulting from the financial learning process. This study aims to analyze the direct and indirect effects of accounting learning on the level of financial management through the financial attitudes of Bidikmisi scholarship students. The study was conducted on 89 students of the Economic Education Study Program, Jambi University, class of 2019-2022. To achieve this goal, the study was conducted using a quantitative method. Data were analyzed using Path Analysis statistical techniques. The results of the analysis explain that accounting learning as a shaper of students' financial literacy does not directly affect the level of students' financial management but has an indirect effect on financial management through students' financial attitudes. Students with good financial literacy will be wise about their financial problems so that they will try to manage their finances as well as possible. The resulting path model is very suitable in explaining the effect of accounting learning variables on students' financial management through financial attitude variables based on GFI values> 0.95. The results of this study recommend that Bidikmisi scholarship recipients make accounting courses a source of financial literacy so that they are not only value-oriented but also focused on understanding in studying it so that they will form a wise attitude towards the financial problems they face and try to manage their finances effectively and efficiently
This study aims to present a bibliometric analysis of international research on the response to intervention (RTI) approach. An analysis was conducted using the Web of Science database focusing on the period between 1997 and 2023. At the end of this analysis, 477 records that met the search criteria were identified. Initially, a performance analysis was carried out to assess the publication output of authors, institutions, countries, and other contributors. Subsequently, a science mapping analysis was conducted to uncover the structure and dynamics of research related to the RTI approach. The main findings of the research are as follows: (1) Research on RTI has been an emerging field that has grown exponentially since the 2000s, but there has been a decline in the number of studies in recent years; (2) Research in this area is predominantly produced by a few institutions and a cadre of scholars in the United States; (3) There is evidence of research collaboration among scholars in this area, but collaborative networks are mostly established within the US or among scientists in a few countries; (4) The trends in the RTI literature have changed over the past 27 years. This study provides beneficial information on the current state of RTI research, helping to recognize this research's strengths and gaps in growth, development, themes, impact, and scope.
Individuals or groups are forcibly displaced due to economic problems, wars, terrorism, political conflicts, and discrimination based on gender, ethnicity, or religion. War-induced migration often leads to movement towards neighboring countries, creating challenges for host nations like housing, healthcare, basic needs, and education. Similarly, the Russia-Ukraine War, starting in 2022, led many Ukrainians to migrate to Türkiye and required them to learn Turkish, along with their efforts to work and continue their education in Türkiye. This study aims to identify Ukrainian students’ challenges when learning Turkish and Turkish instructors’ experiences and problems when teaching Turkish to these students, which offers solutions to the language learning/teaching process. Hence, to deeply understand Ukrainian students’ and Turkish instructors’ experiences, we adopted a phenomenological study and gathered the data through focus group discussions with students (n=8) and instructors (n=5). Utilizing the content analysis, the study revealed that Ukrainian students learn Turkish to settle in Turkey, continue their education, and find employment. Notably, both students and instructors indicated difficulties in productive skills due to the lack of practice. Students also find learning Turkish challenging because it belongs to a family of different languages with different alphabets. The study suggested activities to develop students’ language skills.
The aim of this study is to analyze the correlation between teacher autonomy and teacher burnout in a Turkish context. For this study, correlational research design was used, and the data were collected via the Teacher Autonomy Scale by Pearson and Hall (1993) and the Teacher Burnout Scale by Seidman and Zager (1986-1987). 100 Turkish EFL teachers who teach at high school level in public or private institutions of the center of Edirne and its districts Uzunköprü, Havsa, İpsala and Keşan were chosen as the sample for the study. The findings displayed that the participants had a low level of teacher autonomy and a moderate level of teacher burnout. The participants had a slightly higher curriculum autonomy than general autonomy. All the subcategories of the Teacher Burnout Scale showed moderate levels of teacher burnout. The highest mean was observed in the attitudes towards students subscale and the lowest mean was observed in the career satisfaction subscale. When it comes to the correlation between teacher autonomy and teacher burnout, the findings revealed that teacher burnout was significantly, inversely and moderately correlated with teacher autonomy.
This paper describes a study on popular TikTok video content generated by secondary English Language Arts (ELA) teachers. We examined the TikTok videos through the frameworks of Goffman’s (1956) performances. The top 20 most-liked videos on 50 public secondary ELA teacher TikTok accounts were collected via three approaches and systematically reviewed. The categories of examined content were re-enactments, teacher tips, non-teacher related, trends, responding to comments/audience, and health. The findings reflect that TikToks are serving as performances that provide fronts, dramatic realizations, and idealizations for viewers and their understanding of the ELA teaching profession. These TikToks can be utilized to support current and aspiring ELA teachers.
The Academic Mobbing Scale (AMS) was explicitly designed to evaluate workplace mobbing experiences within academic settings systematically. Following an exploratory factor analysis (EFA), the scale was found to comprise a six-factor structure that accounts for a significant portion of the variance in mobbing experiences. The identified dimensions of the scale are as follows: “Communication and Relationship Barriers”, “Barriers to Academic Work and Responsibilities, “Degradation and Discrimination”, “Withholding of Resources”, “Violence and Harassment”, and “Cyber Mobbing”. The scale comprises 32 items and was developed following an extensive pilot study to ensure its relevance and effectiveness. The psychometric properties of the AMS were assessed, and Cronbach's alpha coefficients indicated strong internal consistency. Specifically, the alpha values for the subscales were .93, .91, .88, .80, .83, and .72, respectively, with an overall scale reliability coefficient of .95. These results suggest that the AMS is a reliable tool for understanding the nuances of mobbing behaviours affecting academics. The Academic Mobbing Scale aims to facilitate a comprehensive understanding of the phenomenon by capturing various mobbing outcomes.
The study aims to explore the relationship between teachers' perceptions of intergenerational knowledge sharing and the learning organization profile of schools. This study employed a correlational research design. The data were collected through "Intergenerational Knowledge Sharing Scale" and "Learning Organization Profile Scale". Data were collected using online survey. A total of 683 teachers participated in the survey and after removing outliers, 636 responses were analysed. The research findings indicate teachers' perception level of the intergenerational knowledge sharing and level of organizational profile of school’s variables are above the moderate level. The results of correlation analysis showed a low but significant relationship between the levels of knowledge sharing across generations and the learning organization profile of schools.
The aim of this study is to adapt the Digital Maturity Inventory, originally developed by Laaber et al. (2023), into Turkish and to examine its psychometric properties. As part of the adaptation process, the original English version was translated into Turkish using the back-translation method. The Turkish version of the inventory was administered to 879 undergraduate students from two universities located in the eastern and southern regions of Türkiye across three different time points. Confirmatory Factor Analysis (CFA) was conducted on data collected from 348 students, and the results confirmed the original ten-dimensional structure of the inventory. For criterion-related validity, the Digital Literacy Scale and the Mobile Information Security Awareness Scale were administered to 281 students, and correlation coefficients were calculated. Reliability evidence was evaluated through internal consistency coefficients and composite reliability values. Additionally, to assess the temporal stability of the inventory, it was re-administered to a subsample of 228 students from the CFA group, and test-retest reliability was calculated. The findings indicate that the Turkish version of the Digital Maturity Inventory is a valid and reliable measurement tool.
A growing number of Higher Education Faculty (HEF) are reimagining how they create learning spaces that prepare learners for rapid, complex, and uncertain societal transitions. Some have begun to embrace online, blended, and hybrid delivery models. Others are extending the metaphorical walls of their classrooms to include social media for formal and informal experiential learning. This paper is part of a more extensive Scholarship of Teaching and Learning (SoTL) mixed method study, a proven and practical approach conducted at a university in rural Pennsylvania, US. We briefly describe survey data that yielded Contextual Knowledge (XK) related to 215 PSTs’ use of instructional technology and SM, personally or academically, in high school or college. Next, we describe how Author 1 used preliminary findings to redesign the digital instructional technology course that 17 education majors take during their freshman or sophomore year. The revised course provides PSTs with a (Socio)Material space mutually shaped by SM, teaching methods, and contexts. We describe how PSTs used three Performance-based Playlists to guide transition and professional engagement with teachers, principals and professional organizations on Facebook, X (previously called Twitter), and Instagram. Qualitative data collected after each situated learning experience highlights how this (Socio)Material space increased PSTs’ access to diverse voices and concerns, nurtured relationships, and enhanced their social awareness, responsibility, and accountability. This paper illustrates how educators can use the SoTL approach to learn more about students’ XK before making curricular changes. It also illustrated how discipline-specific Performance-based Playlists can be used to scaffold transitions, including, but not limited to, SM.
The aim of this study is to develop a valid and reliable measurement tool to measuring teachers’ leader-member exchange behaviors. The study group of the research consists of 396 teachers working in secondary schools in the central districts of Eskişehir, Odunpazarı and Tepebaşı, in the 2018-2019 academic year. The construct validity of the scale was examined by exploratory factor analysis. According to the results of the analysis, the scale measures a three-factor structure. It was also confirmed by confirmatory factor analysis that the scale measures the three-factor structure. The total variance rate explained by the scale was determined as 67,72%. In order to determine the reliability of the scale, the Cronbach Alpha internal consistency coefficient value was checked and this value was determined as 0.922. The results of all validity and reliability analyzes show that the Three Dimensional Leader-Member Exchange Scale (LMX-3D) can be used as a valid and reliable measurement tool in the studies that teachers will be taken as a working group.
