This study aims to determine the opinions of Antalya Belek University students about addiction and identify psychosocial, cultural, and environmental factors that influence the risk of addiction. The main problem addressed in this study is how university students perceive addiction. The sub-problems include identifying risk factors for addiction among students, determining the relationship between addiction and social environment and psychological effects, and asking questions related to these issues. Six of the participants interviewed were female and eight were male students. The research was conducted using a qualitative method and a phenomenological design. The young adult students who were interviewed were selected based on purposive sampling. According to the data collected from the students at the university, the unique value of this study, which distinguishes it from other studies, is to understand and interpret the students' views on the concept of addiction using qualitative methods, to raise awareness about the phenomenon, and to propose solutions to the phenomenon. The data analysis was carried out by describing the themes and interpreting the data. Research findings suggest that while there is a negative attitude towards drug-related substances, tobacco and tobacco products are considered normal. It was noted that the age at which the interviewed students began using addictive substances was during their high school years. A significant influence of peer groups was observed in the use of addictive substances. It was also noted that the students were unaware of institutions that assist in overcoming addiction.
Sexual violence in adolescent couples continues to be a public health and social justice problem today. This type of violence is related to aggressive and violent childhood experiences, such as sexual abuse and battering. In contrast, family monitoring and religious practice are considered protective factors against violence. The general objective of the present study is to determine predictors and protective factors of sexual violence in adolescent couples. Two scales were applied to a sample of 453 adolescents between 13 and 19 years of age, one of sexual violence victimization and the other of perpetration. Complementing the scales, questions were asked about parental monitoring, religious practice, and the possibility of having suffered sexual abuse in childhood. Significant differences were found in the experience of sexual violence, with women recognizing greater victimization and men greater perpetration. On the other hand, having been sexually abused and beaten in childhood predicted the perpetration of sexual violence by young men toward their partners. In contrast, having been beaten or sexually abused in childhood did not predict sexual violence victimization in adolescence. That is, adolescents who were sexually abused or beaten in childhood were less likely to be victims in adolescence and young adulthood. In this study, parental monitoring and religious practice did not yield statistically significant results, so they were not considered protective factors against violence. The findings underscore the necessity for lifelong learning programs that restructure gender schemas and promote equality within the school environment, acting as preventive mechanisms against the consequences of early trauma on intimate partner violence.
With the growing aging population and increased life expectancy, research must focus on enhancing not only longevity but also biopsychosocial well-being and positive aging. This study evaluated the effects of a structured Mindfulness and Compassion Program (MCP) on mental health, pain, mindfulness, self compassion, sleep, and social participation in older adults. Using a quasi-experimental pretest-posttest design, 27 participants aged 60+ completed an 8-week MCP, ac-credited by the International Mindfulness Teachers Association (IMTA), including an initial silent retreat. Baseline data included socio-demographics and vali-dated measures: Five Facet Mindfulness Questionnaire (FFMQ), Self Compassion Scale (SCS), Depression Anxiety and Stress Scale (DASS-21), Pittsburgh Sleep Quality Index (PSQI), McGill Pain Questionnaire (MPQ), and Community Integration Questionnaire (CIQ). Pre- and post-intervention scores were com-pared using non-parametric tests. Post-intervention, significant improvements were observed in mindfulness and self compassion, along with clinically meaningful sleep quality enhancements. No significant changes occurred in social participation (CIQ: p=.356), indicating treatment benefits stemmed from mindfulness and compassion components rather than social interaction. As the aging population grows globally, accessible and effective interventions like MCP are essential for promoting positive aging. This study is the first to examine a formal MCP integrating mindfulness, compassion, and self compassion. While promising, large-scale studies are needed to assess long-term efficacy. Further research should explore abbreviated online MCP versions for clinical populations. Such programs may also support lifelong learning in older adults.
The aim of this study was to examine the link between lifelong learning and successful aging in people who are 60 years of age or older. A total of 433 individuals were included in the research, and they were selected through a convenient sampling approach. Data was gathered using three tools: a Personal Information Form, a Successful Aging Scale, and a Lifelong Learning Scale. The results indicated that both the level of lifelong learning and the extent of successful aging among the participants were moderate. It was noted that people aged between 73 and 84 had a higher level of lifelong learning compared to those aged between 60 and 72. Furthermore, it was found that individuals who had attained high school or higher education showed a greater level of lifelong learning than those who had only completed primary or secondary education. A moderate positive correlation was found between the participants' lifelong learning status and their successful aging status. This information can be used by educators and gerontologists to create lifelong learning initiatives from a geragogical perspective, which can support individuals as they prepare for old age and those who are already in their later years.
This study aims to systematically examine the academic literature on teacher resistance to digital and distance education. A total of 535 articles published between 1999 and 2026 were evaluated using bibliometric analysis. Data were obtained from international scientific databases, and analyses were performed using the R-based Bibliometrix platform and the LDA topic modeling method. The findings show a dramatic increase in publications in the literature after the COVID-19 pandemic and that the theme of teacher resistance is addressed in a multidimensional way. The most productive countries include the USA, China, and the UK; while the journals contributing the most were Education and Information Technologies and Education Sciences. Thematic analyses show that titles such as "Student Engagement," "Technology Integration," "Emergency Remote Teaching," and "Teacher Resistance" are increasingly prominent in the literature. It was determined that the theme of "Student Engagement in Digital Learning" became the most dominant topic, particularly during the 2024–2026 period. The study presents strategic implications for researchers and policymakers by revealing trends in the literature.
The study aimed to obtain the views of secondary school students on the concept of lifelong learning through qualitative research methods. During data collection, participants were asked to respond to two demographic questions and seventeen interview questions. As a result, data were collected regarding students’ perceptions of lifelong learning. This study examined secondary school students' knowledge of lifelong learning, their related activities, and their levels of awareness. It was found that students generally view lifelong learning as a continuous process of personal development and growth. Since the students were born into a digital age, they discovered digital tools as the most accessible and frequently used resources. The subject students struggled with most was mathematics.
The study seeks to redefine the purposes of Adult Education Policies (AEP) at the EU level, moving beyond traditional views focused on qualifications and economic adaptation, and instead advocating for a socio-ethical-political framework. This framework incorporates critical, creative, and existential dimensions. Drawing on Biesta's critique of the democratic deficit in lifelong learning, the study calls for re-evaluating AEP through three educational domains: qualification, socialisation, and subjectification. The analysis centres on the "Council Resolution on a new European Agenda for Adult Learning 2021-2030" (NEAAL 2030), using content analysis and a semiological approach, with MAXQDA for analysing predefined categories from the theoretical framework. The investigation reveals that crucial concepts such as "education", "learning", "training", and "skills" are reduced in meaning, aligning with Barthes's critique of mythologies. This reduction perpetuates a normalised discourse in AEP, resulting in a democratic deficit and a limited teleological approach. Despite its purported neutrality, NEAAL 2030 endorses a reductionist regime that overlooks pluralistic perspectives and fails to foster relationality within the EU's adult education. The research challenges this normalisation and reductionism, advocating for a comprehensive and democratic framework that empowers individuals and recognises diverse perspectives in EU adult education policies.
The aim of this study was to examine the inclusive leadership behaviors of school administrators from teachers’ perspectives. A phenomenological qualitative design was employed, with semi-structured interviews used for data collection. The sample consisted of 20 teachers from public schools, selected through maximum variation sampling, including 5 preschool, 5 primary, 5 middle, and 5 high school teachers. Findings indicate that administrators demonstrate inclusive leadership behaviors across four themes: justice- and equality-oriented management, participatory and transparent decision-making, supportive and empowering leadership, and leadership emphasizing innovation and professional development. Teachers reported that administrators assign tasks according to competencies, prepare schedules fairly, avoid personal biases, and balance workloads. They also noted that their opinions are considered in decision-making, joint decisions are made via surveys and voting, regular meetings are conducted, and transparency is maintained. Administrators recognize teacher achievements, show genuine concern, and foster a sense of value. Regarding professional growth, participation in in-service training is encouraged, innovative approaches are adopted, and necessary teaching materials are provided. These findings suggest that administrators’ inclusive leadership supports teachers’ professional resilience, fosters a positive organizational climate, and may contribute to improved educational quality and overall school effectiveness.
Artificial Intelligence (AI) can assist teachers in various areas such as monitoring student performance, creating personalized learning environments, and optimizing teaching materials. This study aims to determine the most critical competencies that teachers should possess regarding the use of AI in education. The research was conducted with 14 Romani and Turk scientists whose academic interests include AI. The data were collected using the Storage technique, which allowed the participants to share information without being influenced by each other's views. The findings were analyzed using content analysis and categorized under six main themes: educational planning and content development, AI utilization and integration, assessment and decision-making, student-focused strategies and personalization, technology and resource usage, and collaboration and teamwork. The results suggest that teacher competencies in AI usage are multifaceted, covering a wide range of areas including educational technology, personalization, assessment, and collaboration. These competencies are crucial for teachers to enhance their professional development and provide more effective education to students. The study offers several recommendations, including restructuring teacher education programs to integrate AI, increasing opportunities for continuous professional development, and facilitating access to digital tools and resources.
This study unveils preschool teachers’ lifelong learning tendency and job satisfaction and the association between these two variables. The sample consists of 225 preschool teachers working in public nursery schools and classes in Düzce province of Türkiye. The participants were reached through simple random sampling among 396 preschool teachers. The study adopted a “correlational design”. The data were collected through "Lifelong Learning Tendency Scale" and "Job Satisfaction Scale". The data analysis was conducted on SPSS. The findings suggested that preschool teachers’ lifelong learning tendency was quite high whereas their job satisfaction was low. On the other hand, the findings revealed that preschool teachers’ life long learning tendency and professional satisfaction were not statistically significantly associated. Additionally, statistically significant differences were found by some demographics. The findings were discussed based on the previous literature and some suggestions were presented.
This study aimed to develop a valid and reliable measurement tool to determine teachers' perceptions of their social identity and construct a mediation model to measure their perceptions of power distance and organizational politics. The scale development process followed established steps, including a comprehensive literature review, item pool generation, expert review, and pilot testing. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to assess the validity of the scale, and reliability was determined via Cronbach's alpha. The EFA results revealed a ten-item single-factor structure, with factor loadings ranging from 0.667 to 0.828. The item‒total correlation coefficients ranged from 0.673 to 0.828, and the difference between the lower and upper 27% of the groups was statistically significant. The CFA confirmed the factor structure obtained from the EFA with excellent fit criteria (X2/df=1.243, RMSEA=0.024). Cronbach's alpha reliability analysis indicated high internal consistency (α=.906). The Teachers' Social Identity Scale is a valid and reliable instrument for understanding teachers' social relationships and professional performance. Teachers' social identity perceptions partially mediated the relationship between cultural value perceptions and organizational politics, with the bootstrapping process confirming that this indirect effect was statistically significant. The scale contributes to the literature on social identity in educational settings and aids in understanding the psychological structure of educational environments and the behaviors shaping them.
The United Nations Educational, Scientific and Cultural Organization (UNESCO), Institute for Lifelong Learning has been publishing the Global Report on Adult Learning and Education (GRALE) every three years since 2009. These reports provide comprehensive analyses of adult education policies, governance, budget allocation, participation, and quality across United Nations member states, offering a global perspective on adult learning and education. In this study, all GRALE reports published to date were examined, their content analyzed, and their reflections on adult learning and education policies in Turkey were evaluated. The findings indicate that the GRALE reports are significant as they present a comprehensive overview of adult learning and education on a global scale and encourage the development of policies and institutional frameworks in the field of adult education. However, the lack of standardized policies on lifelong learning and adult education among countries reduces the validity and reliability of the evaluations presented in the GRALE reports. The issues addressed in the reports are also found to be prevalent in adult learning and education efforts in Turkey, with the persistent problem of inequalities in education for women, migrants, and the elderly being particularly emphasized. In this context, it is foreseen that there is a need for initiatives specifically planned for women and other disadvantaged groups. Moreover, adult education has the potential to address unemployment challenges that may arise due to advancements in artificial intelligence, enabling individuals to acquire new skills. By doing so, it can support workforce transformation and play an active role in mitigating job losses.
The aim of this study is to examine the relationship between glass ceiling perceptions and self-efficacy perceptions of female administrators and teachers, to determine whether they differ according to certain variables, and to determine the relationship between the scales. 421 female administrators and teachers working in Artuklu center of Mardin province in the 2023-2024 academic year participated in the study conducted with quantitative method. The thirty-eight-item "Glass Ceiling Syndrome Scale" developed by Karacan (2007) and the ten-item "General Self-Efficacy Scale" developed by Aypay (2010) were used as collection tools in this study. After testing the reliability and validity of the scales, the data were analyzed using SPSS 27.0. Descriptive statistics, t-test, ANOVA and multiple regression analyzes were used in data analysis. Considering the results of the research, it was determined that the glass ceiling perceptions of female administrators and teachers were at a medium level, and that glass ceiling perceptions showed a significant difference according to the variables of education level, union membership and place of duty, but there was no significant difference according to the marital status and professional experience variables. Self-efficacy perceptions were also found to be at a medium level. No significant relationship was found between the glass ceiling perceptions of female administrators and teachers and their self-efficacy perceptions. In accordance with this result, it was concluded that the perceived glass ceiling obstacle was a significant predictor of women's self-efficacy perceptions.
Abstract The article discusses the Artificial Intelligence (AI) technologies and their transformative potential to foster innovation, increase productivity, and promote human-machine collaboration. The main objective of this research is to examine the potential advantages and disadvantages of using ChatGPT as a communication tool, especially regarding its impact in the scientific, business domains in modern society. The article investigates efficiency of AI technologies, ChatGPT in particular, putting the emphasis on productivity, content creation using certain prompts, advantages and disadvantages of the communication created using different prompts to get the best result in the field of provided content. As lifelong education becomes increasingly essential, understanding ChatGPT’s impact on communication, knowledge accessibility, and self-directed learning can help optimize its use in both formal and informal educational settings. In this sector, ChatGPT could be used for researching and writing ideas, content nuances, overall information gathering, planning and customising individual tasks. Various human written texts were randomly chosen to compare them with the robot generated texts and different engineering prompts were used to get the most similar texts to the ones provided by human. Then, feature comparison and prompts comparisons as well as overlapping concepts are presented. As ChatGPT continues to evolve, it is essential to explore its application and ethical implications in a variety of fields, including business, education and social interaction. By understanding its opportunities and limitations, we can exploit its potential to increase communication and productivity while reducing potential risks.
This study investigates protective sexism behaviors directed towards female teachers in primary schools. Utilizing a convergent parallel mixed-methods design, the research was conducted with 226 teachers from public primary schools in Küçükçekmece, Istanbul, during the 2021-2022 academic year. To gather data, the Ambivalent Sexism Inventory was employed for quantitative measures, while qualitative insights were obtained through an open-ended question. For the quantitative analysis, descriptive statistics, independent samples t-tests, and one-way ANOVA were applied. Qualitative data were analyzed using descriptive statistics and document analysis. The findings revealed that teachers rated their experiences of heterosexual intimacy (HI) and gender-complementary differentiation (GCD) within protective sexism as “somewhat agree,” whereas protective patriarchy (PP) was rated as “somewhat disagree.” There were no significant variations in protective sexism levels based on gender, age, or professional experience. Qualitative results indicated that female teachers predominantly encountered protective sexism in the forms of protective patriarchy and gender-complementary differentiation. Protective sexism was notably expressed through protective patriarchy, often manifested in ways that aimed to ease women’s work lives. Both qualitative and quantitative findings suggest that protective patriarchy is the most prevalent form of protective sexism observed.
The aim of this study is to develop a needs analysis scale for the Out-of-School Learning Environments (OSLE) course. An exploratory sequential mixed-methods design was used in the study. The qualitative phase of the study involved 34 experts, while the quantitative phase included 255 university students. In the first stage, the Delphi technique was utilized to determine the items of the Out-of-School Learning Environments Needs Analysis Scale. In the second stage, validity and reliability analyses were conducted. Specifically, Kaiser-Meyer-Olkin (KMO) coefficient, Bartlett's Test of Sphericity, Exploratory Factor Analysis (EFA), Cronbach's Alpha, item-total correlation, and Confirmatory Factor Analysis (CFA) were performed sequentially. Following Exploratory Factor Analysis (EFA), the final 42-item scale structure of Out-of-School Learning Environments Needs Analysis Scale (OSLENAS) was examined, revealing a two-factor structure. The Cronbach’s Alpha coefficient for the entire scale was calculated as 0.95, with the first sub-dimension ("Learning Outcomes") yielding 0.95, and the second sub-dimension ("Course Content") yielding 0.94. When these reliability coefficients were further evaluated and tested using Confirmatory Factor Analysis (CFA), it was confirmed that the Out-of-School Learning Environments Needs Analysis Scale has a two-factor structure. The scale serves as a valuable instrument for conducting the needs analysis of the OSLE course, providing evidence-based insights for curriculum planning and instructional improvements and assessing the competencies of education faculty students regarding their knowledge and skills required for out-of-school learning.
This paper investigates the adoption and potential integration of artificial intelligence (AI) within higher education, examining its impact on educators and learners through detailed perspectives gathered from university students. It provides an extensive literature review outlining the dynamics, characteristics, and the application of AI in the educational sector. The primary research included a meticulously designed survey distributed among active students to assess their current experiences, perceived benefits, and concerns having AI-driven materials and tools in educational environments. Based on the learners’ responses a generally positive attitude towards the use of AI was revealed among the university students. They expressed a strong belief in their ability to learn with and utilize AI tools effectively, acknowledging the significant advantages AI can offer in enhancing educational experiences and providing personalized academic support. This optimistic view is, however, tempered by significant concerns, particularly regarding ethical issues and the potential shift away from traditional pedagogical methods. The data also showed that the participants highly valued the effectiveness and accessibility provided by the AI-enhanced instructional materials and teaching methods. Despite this, there remained a substantial degree of apprehension surrounding the ethical implications and safety of AI applications in education. This paper makes a significant contribution to the field of educational technology by providing primary research on AI-related challenges and considerations. It highlights the critical importance of maintaining a balanced approach that prioritizes technological innovation alongside ethical considerations and human-centered practices in the development and integration of AI into higher education, advocating for responsible use of technology.
In this study, cheating behaviors of higher education students and the changes in these behaviors due to developments in the field of artificial intelligence were examined based on the literature. The investigations show that the cheating behavior of the students is at a level that disrupts the accuracy of the decisions made about the students and academic honesty, which is one of the cornerstones of higher education. Cheating in exams, plagiarism and contract cheating are the most common of these behaviors. The way cheating behavior is displayed has also changed from past to present, depending on educational programs, measurement approaches, and developments in technology and artificial intelligence. Tremendous developments in the field of artificial intelligence in the last three years have caused students to make artificial intelligence tools an indispensable part of their cheating processes. This situation requires the development and implementation of new methods to detect and prevent cheating in higher education. Therefore, structuring new studies that address the cheating problem and its solutions in various aspects, including the technology and especially artificial intelligence dimension, is important in terms of its contribution to relevant people and institutions. It is thought that this study is important in terms of drawing attention to the issue.
The continuous development of professional competencies and active retention of teachers in the field, stemming from alterations in their professional life cycles, are intrinsically connected to the necessity of lifelong learning for teachers. The model of selection, optimization, and compensation (SOC) strategies can be used to gain insight into the ways in which teachers manage their resources to remain in the profession, how they adapt to their professional lives in the context of lifelong learning, and how to develop effective policies to support the professional development of teachers. Although previous research has emphasized the primary factors that influence teachers' professional development and motivation, there is a scarcity of research on the strategies that teachers use to maintain their employment. In order to fill this gap, this study aims to adapt the Selection, Optimization, and Compensation Scale (SOCQ) (Zacher & Frese, 2011), which emphasizes the strategies that teachers use to remain effective in their professional lives, into Turkish. The sample of the study consisted of 299 teachers working in schools in Çekmeköy district of Istanbul province. In the adaptation process of the scale, Turkish translation, back translation, cross-checking, and Turkish face validity stages were followed. Confirmatory Factor Analysis (CFA) was conducted to evaluate the construct validity of the scale. The CFA revealed excellent fit indices for the scale. Consisting of 12 items and three dimensions, the reliability of the scale was evaluated using Cronbach Alpha internal consistency coefficient and composite reliability coefficient (CR). The internal consistency coefficient was 0.81, while the CR value was 0.902. The study's findings demonstrate that the Turkish version of the SOCQ is a valid and reliable tool for assessing teachers' use of SOC strategies.
The objective of this study is to explore the perspectives of middle school teachers on the concepts of lifelong learning and adult education. The qualitative research involved 25 middle school teachers, and their responses, gathered through semi-structured interviews, underwent content analysis. Thematic analysis was employed to derive the results. The findings underscore that teachers attribute value to lifelong learning and adult education for various purposes, such as personal development, adaptation to evolving times, sustained learning, quality time utilization, social integration, and meeting educational needs. A consensus within the study group indicates that individuals across professions should engage in lifelong learning beyond their initial undergraduate education. The research reveals that continuous lifelong learning among teachers positively impacts performance, fostering open-mindedness, cultivating versatile thinking, facilitating effective lesson delivery, and improving interaction with students. Identified factors hindering lifelong learning include physical and economic conditions, environmental factors, health issues, motivation, and the repercussions of disasters. Additionally, teacher opinions shed light on shortcomings in lifelong learning and adult education within the Turkish context. Lastly, the study observes a general lack of adequate knowledge among teachers regarding global lifelong learning and adult education activities.
