The present study aimed to examine the impact of early maladaptive schemas on university students’ levels of autonomous learning and to investigate the mediating role of self-efficacy in this association. The participants were 249 undergraduate students aged 18 to 32, enrolled at a public university in Türkiye. Data were collected online using the Autonomous Learning Scale, the Young Schema Questionnaire–Short Form, and the General Self-Efficacy Scale. The data were analyzed using correlational and mediation analyses to explore both direct and indirect effects. The findings indicated that the schemas of abandonment, failure, defectiveness, submission, and dependence were negatively associated with autonomous learning. Conversely, high standards schema showed a positive relationship with autonomous learning. Self-efficacy was found to significantly mediate the relationship between these early maladaptive schemas and autonomous learning, suggesting that students’ beliefs in their abilities play a crucial role in this mechanism.
This study investigates the longitudinal development of students’ academic achievement and the predictive role of science scores in grades 4–8 on High School Entrance Exam outcomes in Türkiye. The data were examined through the application of two separate structural equation models. The constructed models assess the temporal, autoregressive relationships among academic performance from 4th to 8th grade and examine the direct and indirect effects on the High School Entrance Exam performance using longitudinal data. According to the results, science achievement at each grade level significantly predicts academic performance in subsequent years and shows both direct and indirect effects on High School Entrance Exam scores. Although gender showed a small but statistically significant effect at certain grade levels, it did not have a meaningful or practically significant impact on High School Entrance Exam science achievement. Both models demonstrated good fit and explained more than 50% of the variance in High School Entrance Exam science scores. When the two models were compared, Grade 6 science achievement demonstrated a stronger predictive effect on High School Entrance Exam scores. The findings indicate that early academic success plays a critical role in future performance and highlight the strategic importance of early interventions.
This study aims to examine the opinions of undergraduate students enrolled in the Turkish Language Teaching Program at Tokat Gaziosmanpaşa University regarding the use of Kahoot! in the Listening Education course. Designed within a qualitative research framework, the study employed semi-structured interviews as the primary data collection method. The implementation process involved the integration of Kahoot!-based activities into the Listening Education course over a four-week period. Following the implementation, semi-structured interviews were conducted with 15 students who were randomly selected from those who actively participated in the process. The data collected were analyzed using descriptive analysis techniques and were further supported by quantitative indicators in the form of frequencies. The findings indicate that the majority of participants held positive views toward the use of Kahoot!. Students reported that Kahoot! enhanced the enjoyment of the classroom environment, increased motivation and active participation, and contributed to the reinforcement and retention of learned content. In addition, features such as immediate feedback and the competitive structure of the platform were identified as key factors supporting the learning process. However, students also pointed out certain technical limitations, including time constraints, character limits, internet connectivity issues, and restricted access to some premium features. Overall, the study concludes that Kahoot! is an effective digital gamification tool in the Listening Education courses, positively influencing students’ motivation, engagement, and learning processes.
This study examined prevailing themes and emerging areas of interest in sustainability research in higher education. This study used a bibliometric review of articles indexed in the Web of Science (WoS) database from first mention through the end of 2024. The results showed that there is a growing acceleration in both publication and citation numbers, and that the majority of published studies. While the sustainability in higher education, the state of sustainability at universities, conceptualizations of sustainability, teaching and learning sustainability in higher education and competences for sustainable development are prevailing themes, climate change, management education, multi-stakeholder learning, sustainable leadership, inter- and transdisciplinary sustainability education, sustainable development goals, systems thinking, artificial intelligence, culture, inclusion and economics integrated sustainability management, COVID-19 are emerging areas of interest. This study has provided strong empirical evidence of prevailing themes and emerging areas of interest in sustainability research in higher education, identifying potential research gaps for multiple stakeholders. This review provides a critical foundation for our collective understanding of sustainability and also provides several implications for research, practice, and society.
This explanatory mixed-method sequential study examined the artificial intelligence (AI) self-efficacy in English as a foreign language (EFL) teachers using an intervention-based, two-week program centered around Diffit, an AI-driven, lesson planning and instructional differentiation tool. 35 in-service EFL teachers (80% female, M age = 38.7 years, teaching experience 2-25 years) were enrolled in the study. The AI Self-efficacy Scale (AISES) was used to gather quantitative data in a one-group pretest-posttest study, and the qualitative data were in the form of written reflections of teachers using inductive thematic coding. The results of the Wilcoxon signed-rank test showed that the outcome of AI self-efficacy between pretest and posttest was statistically different. The qualitative analysis revealed seven major themes that explained this enhancement: AI self-efficacy, efficiency and time-saving, differentiation and access, quality control and teacher judgment, barriers to implementation, student engagement, and ethics and data concerns. The research provides empirical support to AI self-efficacy as a specific variable in the study of educational technology and offers recommendations on how to approach the design of effective professional development that helps language educators to integrate AI tools in a way that is thoughtful and sustainable.
The primary purpose of this study is to investigate the relationships among pre-service teachers’ general attitudes toward artificial intelligence, their levels of AI anxiety, and their AI literacy skills. As artificial intelligence continues to transform various aspects of education, understanding the attitudes of future educators toward this technology has become increasingly important. The study group consisted of pre-service teachers studying at different universities in Türkiye, the majority of whom were female. Data collection instruments included the General Attitudes toward Artificial Intelligence Scale, the AI Anxiety Scale, the AI Literacy Scale, and a Personal Information Form designed by the researchers. Data was analyzed through Pearson correlation analysis and multiple regression analysis using SPSS and AMOS software. The findings revealed that AI literacy was positively associated with pre-service teachers’ attitudes toward artificial intelligence, while AI anxiety was negatively associated with such attitudes. Furthermore, results of the multiple regression analysis demonstrated that AI literacy and AI anxiety together explained 39% of the variance in attitudes toward artificial intelligence. Given the increasing integration of artificial intelligence into educational contexts, insufficient AI literacy and elevated anxiety among pre-service teachers constitute a significant challenge for the effective adoption of this technology. This outcome highlights that both literacy and anxiety levels are critical determinants in shaping pre-service teachers’ perspectives and their potential adaptation to technological innovations. The study provides practical recommendations for teacher education programs aimed at strengthening AI literacy and reducing anxiety to facilitate more effective integration of artificial intelligence into educational settings.
Artificial intelligence, beyond being a technological innovation in education, is a powerful phenomenon that fundamentally transforms how children perceive and experience the world. This transformation holds particular significance for gifted students who demonstrate cognitive flexibility and high learning potential. The purpose of this study is to examine, in a multidimensional manner, gifted primary school students’ perceptions of artificial intelligence in terms of cognitive, emotional, social, safety-ethical dimensions, as well as its future roles and uses. The study was conducted using a qualitative research design. The participants consisted of a total of 17 primary school students (nine girls and eight boys) enrolled in a Science and Art Center in Türkiye, selected through criterion sampling. Data were collected using a semi-structured interview form consisting of 21 questions prepared across different dimensions related to artificial intelligence and were analyzed through content analysis. The findings indicate that gifted primary school students perceive artificial intelligence as a system designed and programmed by humans that can generate decisions through data, and that their level of cognitive perception includes deeper technical awareness compared to the general student population. The students recognized that artificial intelligence can be concretely applied in various fields such as education, daily life, and scientific research, and they demonstrated conscious evaluations regarding security and ethical dimensions, acknowledging that errors may stem from human sources. Regarding the future, students anticipate that artificial intelligence will assume concrete functions that facilitate daily life, contribute to the development of creative products, and support educational processes. In line with these results, it is recommended that activities supporting gifted students’ cognitive, emotional, social, and safety-ethical awareness, as well as digital ethics topics, be incorporated into educational curricula. Furthermore, considering that students’ perceptions may change over time, it is suggested that long-term studies employing both quantitative and qualitative data be conducted to reveal this change in a more holistic manner.
The integration of digital technologies into educational processes necessitates the development of innovative and student-centered approaches in mathematics education. In this context, digital storytelling has emerged as a noteworthy instructional method due to its narrative-based structure, its ability to integrate multimedia elements, and its positioning of learners as active creators. This study examines the concept of digital storytelling within the context of mathematics education through a theoretical review of both national and international literature. Research concerning its implementation in mathematics teaching environments is analyzed and presented. The primary purpose of the study is to systematically evaluate the effects of digital storytelling on mathematical learning, problem-solving skills, attitudes toward mathematics, motivation, and twenty-first-century competencies. Furthermore, the study seeks to identify the contributions of digital storytelling to the concretization of mathematical concepts and their connection to real-life contexts, its areas of application within instructional processes, and the limitations encountered during implementation. The findings are expected to contribute to a better understanding among educators regarding the use of digital storytelling in mathematics instruction. In addition, given the increasing emphasis on technology integration in mathematics education, the study is considered significant in providing a comprehensive examination of the digital storytelling approach.
The current study aims to identify the characteristics that a multicultural teacher should possess based on the perspectives of in-service and pre-service teachers. The study was conducted within the framework of a basic qualitative research design involving in-service and pre-service teachers as participants. Data were collected through an open-ended questionnaire and were analyzed by using content analysis. The findings indicate that both groups expressed largely similar views regarding multicultural teacher characteristics in terms of values, skills, competencies, and conceptual biases. However, the in-service teachers placed greater emphasis on personal development compared to the pre-service teachers. Among the identified dimensions, values emerged as the most frequently emphasized theme, while empathy and communication skills were highlighted as essential skills for multicultural teaching. The in-service teachers emphasized technology use as an important professional competency, whereas the pre-service teachers focused more on cultural knowledge and inclusivity. The higher expression of conceptual biases among the pre-service teachers was associated with their limited classroom experience. Overall, the findings suggest that the mere transmission of knowledge is insufficient in teacher education; rather, teacher preparation should incorporate practical experiences and field-based opportunities that foster empathy, communication skills, technology use, and personal development. By examining multicultural teacher characteristics through the subjective evaluations of professionals and future teachers, the current study offers a distinct contribution that complements existing theoretical and quantitative research in the field.
The purpose of this study is to examine the English Language Curriculum of Science and Art Centers (SAC) in line with the Sustainable Development Goals. These goals are defined as Quality Education, Gender Equality, Reduced Inequalities, and Partnerships for the Goals. The research was designed according to a qualitative design and was conducted using the document analysis method. The data source is the SAC English Language Curriculum published by the Ministry of National Education in 2024. According to the findings, the outcomes that align with the Quality Education goal support students' student-centered learning, productivity, communication, and critical thinking skills. However, the limited coverage of the Gender Equality and Reduced Inequalities goals in terms of content and representation creates a gap in the program's inclusiveness. The Partnerships for Goals objective is more prevalent in higher-level modules and is not evenly distributed throughout the program. Based on these findings, it is recommended that the SAC English language curriculum be integrated into the Sustainable Development Goals in a more systematic and holistic manner. In particular, the use of inclusive language, the introduction of social equality themes from an early age, and the incorporation of environmental awareness into all modules will increase both the pedagogical and ethical strength of the program. Enriching the SAC English language curriculum with content and pedagogical structures that further support the themes of international cooperation and global partnerships will provide an important opportunity to develop students' competencies in global citizenship, multicultural communication, and partnership-focused cooperation, which are among the 21st-century skills.
This study aimed to adapt the Real Relationship Inventory–Therapist Form (RRI-T) into Turkish and to examine its psychometric properties. The real relationship is widely regarded as the most fundamental component of the therapeutic relationship, yet no Turkish instrument previously existed to assess it. The study group consisted of 420 mental health professionals working across Türkiye. The scale was adapted following the recommended cross-cultural adaptation steps, including translation, back-translation, expert committee review, and a pilot application. Exploratory and confirmatory factor analyses were conducted to examine construct validity. Exploratory factor analysis indicated that five items should be removed from the original 24-item structure; the remaining 19 items loaded onto two factors labeled Realism and Genuineness, consistent with the original theoretical framework. Confirmatory factor analysis using the DWLS estimation method yielded acceptable to good fit indices. Reliability analyses demonstrated internal consistency coefficients ranging from acceptable to high across both subscales and the total scale. Criterion validity analyses showed that RRI-T total scores were significantly and positively correlated with the Therapeutic Presence Inventory–Therapist Form, with a stronger association observed for the Genuineness subscale. Overall, the findings indicate that the Turkish form of the RRI-T is a valid and reliable measurement instrument for use with Turkish mental health professionals.
Augmented reality (AR) is a technology that enables the simultaneous integration of the real and virtual worlds in the same space by overlaying computer-generated digital elements onto objects in the physical world, offering rich interactive experiences. The aim of this study is to investigate the impact of AR-supported storytelling on students’ anxiety about speaking English. The study employed a quasi-experimental design, a type of experimental design. The participants consisted of 47 fifth-grade students. Twenty-three participants were in the experimental group, while 24 were in the control group. The intervention was conducted over a four-week period, totaling 12 class hours at a rate of three class hours per week. While AR-supported storytelling was implemented via mobile devices in the experimental group, the same stories were covered in a traditional manner using printed materials in the control group. Data for the study were collected using the English Speaking Anxiety Scale and the Demographic Information Form, and the findings revealed significant differences in the pre-test and post-test scores between the groups. Additionally, significant differences in favor of the experimental group were observed in the intergroup comparisons. These findings suggest that AR-supported storytelling may be an effective method for reducing students’ anxiety about speaking English. For future research, it is recommended to conduct longer-term longitudinal studies across different age groups, languages, and language proficiency levels, and to design in-service training programs to enable teachers to effectively utilize this technology in learning environments.
Physical education is a resource-dependent field, and the gap between educational research and classroom practice can be evident here. This study examines the attitudes of physical education teachers working in a rural/resource-constrained context towards educational research, using a convergent parallel mixed-methods design. Quantitative data were collected from 166 physical education teachers using the Teacher Attitude Scale Towards Educational Research; qualitative data were supported by four open-ended questions. The findings reveal that while teachers acknowledge theoretical value of research, they are skeptical about its applicability. Qualitative analyses indicate that this dilemma stems from structural barriers such as lack of facilities/equipment, time constraints, and a perceived lack of practical utility in research outputs. While no significant differences were observed in demographic variables (age, seniority, school level, school type), a marginally significant trend favoring female teachers was detected. This study makes an original contribution to literature by demonstrating that in a resource-dependent field like physical education, the theory-practice gap originates not from individual attitudes but from structural and contextual barriers (infrastructure, time, access). In this context, policy and practice recommendations are offered, such as adapting Physical education research to local needs, developing short online modules for teachers, and initiating infrastructure improvement projects supported by the Ministry of National Education.
This study aims to reveal the Turkish language learning anxieties of international learners studying Turkish as a foreign language and the underlying reasons for these anxieties, using a mixed research approach. In this context, a mixed-methods explanatory sequential design was adopted. The study was conducted with 167 international students at B1, B2, and C1 levels at two state universities in the 2024 academic year. In the study, quantitative data were collected using the Scale of Anxiety in Learning Turkish for Foreigners. The data were analyzed using the independent samples t-test to examine differences in anxiety scores by gender, and one-way ANOVA to examine differences by native language, number of known foreign languages, and language level. To support and elaborate on the quantitative data, interviews were conducted with 37 international students at the end of the study, providing qualitative data. The research findings indicate that the Turkish language learning anxiety of international students studying Turkish as a foreign language generally remained at a moderate level; anxiety was particularly concentrated in classroom performance situations and everyday usage contexts, and was shaped by contextual and process-based factors rather than demographic variables such as gender, native language, or known foreign languages. These quantitative patterns were comprehensively explained by qualitative findings based on student views.
This study aimed to identify the requirements for developing biomimicry-based teaching practices at the elementary school level. Within this scope, the views of teachers and faculty members regarding the core characteristics of the 2018 Life Sciences Curriculum and nature-inspired approaches were examined. A basic qualitative research design was used in the study. Semi-structured interviews were conducted with 11 classroom teachers and six faculty members during the needs assessment process. The data were analyzed using second-order inductive analysis. According to the research findings, participants stated that the Grade 3 Life Sciences course curriculum aims to educate students to become environmentally sensitive, possess basic life skills, develop self-awareness, internalize social and cultural values, demonstrate well-developed 21st-century skills, and exhibit strong problem-solving abilities. Participants believed that the program supports cognitive and affective skills, but that it needs to be made more concrete through life-based activities tailored to students' interests and needs. While it is stated that nature-inspired approaches strengthen students' skills such as curiosity, motivation, cooperation, empathy, and environmental awareness, teachers pointed out practical limitations such as time, materials, and safety during implementation. Faculty members, on the other hand, emphasized that these limitations can be overcome through technology integration, interdisciplinary approaches, and in-service training. The research results show that enriching the Life Sciences curriculum with a biomimicry approach has the potential to holistically support the cognitive, affective, and social development of elementary school students.
The surge in popularity of written corrective feedback (WCF) within ESL and EFL settings has been notable in recent years. However, a neglected facet of this common practice pertains to the antecedents of students’ opinions and preferences regarding this widespread instructional strategy due to the ongoing debates concerning its long-term effectiveness. This study employed quantitative methodology to investigate the WCF preferences and personality traits of EFL learners and addressed a research gap by examining the potential relationship between these two variables since limited research delved into the role that learner-related factors play in shaping students’ WCF preferences. Participants included 371 English-major students at a Turkish state university. Findings revealed a preference for unfocused, teacher-initiated, metalinguistic feedback with specific and detailed comments on content and organization, marked in red ink. Students’ inclination towards direct and indirect feedback types was neutral. Openness to experience was found to be the dominant personality trait, while extraversion was the least prevalent. Notably, four statistically significant associations were found between certain personality traits, including extraversion, conscientiousness, and agreeableness, and the scope, source, and perceived impact of WCF. These results highlight the need for customized error treatment approaches in writing classes to increase the efficacy of feedback strategies.
The purpose of this study is to identify misconceptions among eighth-grade students regarding the "DNA and Genetic Code" unit through a word association test. The study group consisted of 186 students, 102 girls and 84 boys, attending a public middle school in Bitlis province during the 2024-2025 academic year. The convenience sampling method, one of the purposeful sampling types, was used in selecting the research group. The study group was selected randomly without any distinction between students and classes. The phenomenological design was used as the research design in the study. The word association test was used as the data collection tool. Inductive content analysis was used in the analysis of the data. The results of the research revealed that students had misconceptions about DNA and genetic code units, perceived the unit concepts abstractly, and that the vast majority of students confused basic concepts (e.g., genotype and phenotype, DNA and chromosome). Furthermore, it was determined that students struggled to construct scientific sentences and mostly constructed sentences at a superficial level of knowledge. This situation indicates that students do not have in-depth knowledge about the genetic code unit. The recommendations section of the study suggests that teachers should ensure that key concepts related to the unit are learned correctly when first introducing DNA and the genetic code unit, that peer education should be provided to students with misconceptions, that more space should be given to concepts related to DNA and the genetic code unit in the preparation of textbooks, and that teaching should be made more concrete through technological applications.
Creative thinking has long been the subject of growing interest in many fields as a multidimensional skill that refers to individuals' capacity to generate original, flexible, and functional ideas. Recognized as a skill that must be acquired through education, creative thinking is also one of the life skills of the 21st century. Based on the knowledge that every individual has creative potential, educational environments that support creative thinking, creative teachers, and the educational measurement of creative thinking form the framework of this study. The aim of this review study is to examine the theoretical foundations of creative thinking, measurement approaches, and their reflections in educational environments within a holistic framework. The study comprehensively examines the definitions and theoretical models of creative thinking, the tools used to measure creative thinking skills, and the characteristics of learning environments that support creative thinking. The study reveals that creative thinking is not limited to individual potential but is shaped by the pedagogical environment and assessment culture, offering practical insights for teachers and researchers.
This study aims to examine the effects of a shaping strategy on increasing children with autism spectrum disorder's cooperation during general medical examinations and the generalizability of the acquired adaptation to natural medical environments. The study also examined the parents' opinions of the participating children about the study. The participants of this study, which was conducted with a changing criterion design, were three boys aged 3-6 years diagnosed with autism spectrum disorder. Research findings show that the teaching package, which included a shaping strategy, improved participants' cooperation with the general medical examination. It was observed that the participants demonstrated the cooperation they had achieved during medical examinations in natural medical environments. The study’s social validity findings also showed that the intervention provided significant improvements for participants and their parents.
The purpose of this study was to confirm the validity and reliability of the Turkish version of the Pragmatic and Hedonic Quality Scale and to examine its psychometric properties. To achieve this, linguistic equivalence, confirmatory factor analysis, and validity and reliability analyses were conducted on two independent samples (N₁= 264, N₂ = 469). The results confirmed that the adapted scale retained its three-factor structure, consistent with the original version, with corresponding items forming the same sub-dimensions. The model demonstrated an acceptable fit to the data. The CFA results indicated that the model fit was within the recommended thresholds in both samples. Reliability analyses indicated that the internal consistency coefficients for the three factors and the whole scale ranged from .71 to .93, and the overall scale showed high reliability. The findings of this study confirm that the Turkish version of the scale preserves the original three-factor structure and demonstrates strong construct validity and reliability.
