Educational Research & Implementation (EduRE) is an open access, peer-refereed journal and publishes research papers in the field of education. The journal provides a platform for the publication of the most advanced scientific research concern with learning, instruction, teaching and development, teachers, teaching, teacher education situated in an international perspective and context. As well as articles, which varied approaches to empirical research, articles, which provide critical high quality literature reviews (meta-analysis and meta-synthesis) of research on specific educational topics of international interest, will be welcome. EduRE has been published since 2024. Two issues are published annually, as in April, and October. The manuscript submitted for publication are subjected to double-blind reviewing process. The journal publishes only original articles in English. The indexing work of the journal continues. ISSN: 3023-6568 e-ISSN: 3023-6576
Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Ticaret A.Ş.
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Investigation of pre-service teachers’ digital data security awareness in terms of various variables
This study examined pre-service teachers’ digital data security awareness and investigated whether this awareness differed according to gender, grade level, and academic department. Employing a descriptive survey design, data were collected from pre-service teachers enrolled in various teacher education programs at a public university. Participants completed an online questionnaire based on a validated digital data security awareness scale. Descriptive statistical analyses were conducted to determine overall awareness levels, while inferential statistical analyses were used to examine differences across the selected variables. The findings revealed that pre-service teachers demonstrated an awareness level above the moderate range, indicating a generally adequate sensitivity to the protection of digital information in educational contexts. No statistically significant differences were found in awareness levels based on gender, suggesting comparable digital data security awareness among male and female participants. However, awareness levels differed significantly by grade level, with senior students exhibiting higher awareness than first-year students, pointing to a developmental progression throughout undergraduate education. In addition, significant differences were observed across academic departments, with candidates from technology-oriented programs showing higher awareness levels than those from other disciplines. These results suggest that increased exposure to digital learning environments, as well as curricular engagement with technology- and security-related content, contributes positively to the development of digital data security awareness. Accordingly, the study underscores the importance of integrating digital data security, privacy, and information ethics as systematic and compulsory components of teacher education curricula across all programs, in order to equip future teachers with the competencies necessary to protect student data and foster secure digital learning environments.
Copyright (c) 2025 Educational Research & Implementation https://creativecommons.org/licenses/by-nc-nd/4.0
Antecedents of mindset in primary school EFL learners: A systematic review from an ecological perspective
Moving beyond literature that treats mindset primarily as a success predictor, this systematic review addresses the central research question concerning the social, pedagogical, and contextual antecedents shaping growth and fixed mindsets in primary school EFL learners. Following PRISMA guidelines, 31 empirical studies published between 2017 and 2025 were selected from Google Scholar and Web of Science, prioritizing recent research (2021–2025) while extending the scope to capture limited earlier studies in primary EFL contexts. Data were analyzed using typological and thematic analyses. Findings were synthesized into four themes: teacher antecedents, family factors, social and peer influences, and individual learning experiences. Results indicate that mindset functions as a multi-layered belief system shaped by early social environments rather than as a purely individual trait. The study highlights the importance of mindset alignment across family, school, and peer settings and underscores the need for longitudinal research and holistic ecosystem-oriented interventions in primary education.
Redefinition of intercultural communication competence: Navigating towards an inclusive framework for coexistence in maritime education in Turkey
Maritime education and training serve as a fundamental pillar of the global maritime sector through the cultivation of competent professionals equipped to manage the evolving and increasingly intricate challenges of modern maritime operations. Given the continuing conceptual confusion surrounding the definition of intercultural communication competence (ICC), it was aimed with this study to trace the conceptual framework of ICC drawing on the perspectives of learners-students as future intercultural mediators and speakers from Maritime Higher Vocational School in Turkey. As a qualitative research method, a case study design was employed. Participants, selected through criterion sampling, consisted of students enrolled in an associate degree program of Maritime Transportation and Management, and Ship Machinery Management. Data obtained from semi-structured interviews were analyzed using content analysis. So, ICC was framed as a political initiative to promote intercultural dialogue, collaboration, and coexistence among diverse cultures, thereby fostering peaceful unity in navigating multicultural contexts. Therefore, preparing future navigators for their expected roles as intercultural speakers, mediators and negotiators is of paramount importance. Consequently, by reframing ICC as a tool for inclusive coexistence, potential challenges related to its implementation require meticulous consideration within the prevailing power dynamics, and warrant further examination.
Revisiting TPACK research through measurement, context, and affective dimensions: A thematic synthesis of empirical studies (2015–2024)
This study presents a systematic thematic synthesis of empirical research on Technological Pedagogical Content Knowledge (TPACK) published between 2015 and 2024. Following PRISMA 2020 guidelines, 94 peer-reviewed studies indexed in Scopus and Web of Science were analyzed to examine how program design features, contextual conditions, measurement approaches, and affective variables shape teachers’ enactment of TPACK. Using qualitative thematic synthesis, findings were organized into four analytical dimensions: professional development and teacher education design, contextual enablers and constraints, measurement regimes, and affective factors such as beliefs, attitudes, and self-efficacy. The results indicate that TPACK development is a dynamic and context-sensitive process rather than a static body of knowledge. Importantly, frequently reported TPACK gains are often contingent on the measurement regime employed and the contextual affordances within which teachers operate, rather than serving as direct indicators of enacted classroom transformation. Systematic discrepancies between self-reported and performance-based measures reveal critical methodological challenges in interpreting TPACK outcomes and help explain persistent contradictions in the literature. By integrating measurement, context, and affective dimensions within a single analytical framework, this synthesis provides an explanatory evidence map that clarifies divergent findings and offers actionable implications for future teacher education research and practice.
Copyright (c) 2025 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Illuminating diversity in STEM: Integrating the cultural meaning of the sun through culturally responsive pedagogies
This article examines how embedding the Sun’s cultural and historical meanings within STEM education fosters more inclusive and engaging learning. Grounded in Culturally Sustaining Pedagogy and Rightful Presence, it challenges the notion of science as culturally neutral by valuing students’ lived experiences, traditions, and worldviews. A hands-on solar‐oven design activity illustrates this approach: students leverage scientific principles alongside family stories, local practices, and community wisdom about the Sun’s role in cooking and energy. Their proposals—for drying staple foods, repurposing everyday materials, or experimenting with novel designs—demonstrate how cultural assets fuel creativity and ownership. Thematic analysis of design artifacts and discussions revealed that when curricula honor diverse backgrounds, students shift from passive observers to active co-creators of knowledge. To sustain this shift, the authors call for systemic reforms in curriculum development, assessment, teacher training, and policy, ensuring that educational frameworks recognize and integrate students’ cultural resources. By positioning learners as rightful participants, this culturally responsive model promotes deeper engagement, a stronger sense of belonging, and critical problem-solving skills, ultimately enriching both STEM education and innovation.
Dear producers and consumers of knowledge, I am pleased to meet you again with the first issue of the secound volume of the journal Edure. We plan to increase our quality and impact with the work of valuable researchers in this journal, which aims to contribute to the academy. Although only a year have passed since the publication of our first volume, we are proud to have started receiving citations from other studies. I would like to inform you that we will maintain a selective approach from the first submission onwards in order to raise the quality of our publications to a higher standard. Therefore, I recommend that you, esteemed contributors to the field of science, carefully review the Author's Guide before submitting manuscripts. From the manuscript submission stage, we first use I-thenticate to identify verbatim quotations from other sources. We then commit to completing the initial review within five days and completing the review process within an average of three months. In anticipation of the improved quality that will result from the inclusion of five articles in our inaugural issue, I would like to provide brief summaries of the articles featured in this issue: The first article of this issue is a study written by Elif Ulu, Umut Haydar Coşkun and Burak Karabey titled “Understanding gaming behavior: Academic and emotional competence as predictors of gaming disorder in gifted youth”. The study examined how gifted children's online gaming addiction levels are related to their academic and emotional competence. In the study conducted with 252 gifted students, it was found that academic and emotional competence significantly predicted gaming addiction; however, social competence did not play a significant role in explaining this relationship. In addition, it was concluded that game addiction and academic competence levels differed according to gender. This comprehensive study provides important contributions to understanding gifted students' relationship with the digital world and draws attention to the need to take individual differences into account in educational programs. The second article in this issue is “An egalitarian teacher in the social memory of Antalya: Cavit Orhan Tütengil”. This comprehensive study focuses on the teaching period of Cavit Orhan Tütengil, one of Turkey's enlightenment educators, in Antalya, and reveals his influence at Aksu Village Institute and Antalya High School through oral history, document analysis and systematic literature review. Tütengil's understanding of education, his love of humanity, his equality-based approach and his applied sociology studies in the village institutes are examined in detail. Oral history data reveals Tütengil's profound influence on his students and how he kept the principles of democratic education alive. The study bears the traces of not only an educator but also a thinker who was a voice for social justice. The third article of this issue is the study titled “Teachers‘ views on school principals’ implementation of 21st-century skills” written by Songül Yazıcı Er and Onur Erdoğan. In this study, which was conducted according to the phenomenological design, one of the qualitative research methods, how school principals implement 21st century skills in schools was examined in line with teachers' views. The study was conducted with the participation of 16 teachers working in different branches and levels. The findings reveal that school principals have various strengths and weaknesses in implementing learning and innovation, information and communication technologies, and life and career skills. In particular, it is emphasized that skills such as communication, leadership, technology literacy and empathy need to be developed. The study draws attention to the fact that equipping school administrators with the competencies required by the age will contribute to the quality of education. The fourth article in this issue, entitled "Illuminating Diversity in STEM: Integrating the cultural meaning of the sun through culturally responsive pedagogies" by Mustafa Şahin Bülbül, presents a compelling case for integrating cultural narratives into STEM education. Grounded in the frameworks of Culturally Sustaining Pedagogy and Rightful Presence, the study explores how students’ lived experiences and community-based knowledge systems can transform science learning into a more inclusive and meaningful process. Through a solar-oven design workshop with middle-school students from diverse backgrounds, the research demonstrates how cultural familiarity and identity-driven creativity enhance engagement and problem-solving. By positioning the sun not only as a scientific object but also as a cultural symbol, the study shows how learners can become co-authors of their educational journeys. This article contributes richly to the discourse on equity and cultural relevance in STEM, calling for systemic reforms in curriculum design, teacher training, and assessment to embrace the diverse ways students understand and interact with science. The fifth and final article in this issue, titled "The role of grade level in student evaluations of teaching: Evidence from a middle school context" by Mustafa Ali Kırmızıoğlu, investigates how students' evaluations of the instructional process differ across grade levels. Conducted with 541 middle school students in Turkey, the study examines students’ perceptions across four dimensions: teacher, content, materials, and learning environment. Using the Kruskal-Wallis H test, the findings reveal significant differences in all dimensions except for instructional materials, with 8th-grade students generally providing more favorable evaluations than their younger peers. The results suggest that as students progress through school, their developmental maturity influences their ability to critically evaluate educational experiences. Rooted in constructivist learning theory, the study offers valuable insights into how instructional design and student feedback systems can be aligned more closely with students' cognitive and developmental levels, contributing to more responsive and effective teaching practices. I sincerely hope that the studies conducted in various areas of education will prove useful and contribute significantly to both educational practice and theoretical knowledge in the field of education. I would like to express my respect and gratitude to my colleagues who served as editors and reviewers for their valuable contributions to the success of the first issue of the secound volume. I extend my warmest greetings to each of you and look forward to the prospect of meeting again in the next issue, scheduled for October.
Understanding gaming behavior: Academic and emotional competence as predictors of gaming disorder in gifted youth
The internet and computers are an important part of the education of gifted children. However, it is emphasized that excessive use for gaming purposes can affect the academic competence of children. This research aimed to identify the impact of online gaming on the development of academic, social, and emotional competences in gifted children. This research consisted of 252 gifted children who studied in special centers for training children with gifted children. The regression analysis was conducted and as a result, it was found that academic competence and emotional competence accounted for 30.30% of online gaming disorder in gifted children; however, social competence was not identified as a significant predictor of online gaming disorder in these children. Additionally, it was also discovered that levels of gaming disorder and academic competence varied by gender whereas social and emotional competences did not. Similarly, it was also demonstrated that the number of siblings and/or the educational background of parents did not have a significant impact on online gaming disorder as well as academic, social, and emotional competence levels in highly gifted children. It is considered important to conduct counseling interventions in schools to improve the self-efficacy of gifted children.
An egalitarian teacher in the social memory of Antalya: Cavit Orhan Tütengil
In this research, the teaching period of educator, writer, and faculty member Cavit Orhan Tütengil in Antalya (Antalya High School and Aksu Village Institute) was examined using oral history, document analysis, and systematic literature review methods. Tütengil, who studied philosophy in Turkey and sociology in France, conducted the Republic of Turkey's most comprehensive sociological rural research during that period. He conducted a comprehensive village field research with his students that lasted one year and suggested that his students, all of whom would become teachers, continue their village research in the future. Tütengil, who emphasized approaching people with love to human and interest in the country throughout his life, was assassinated in an armed attack in 1979. Within the scope of the research, 6 thematic interviews were conducted, and the views of 13 people were used; his understanding of education, teacher character, and educational approach based on individual equality principles were analyzed. The data obtained show that Tütengil was one of the important practitioners of democratic education and that he especially supported the cooperative learning approach in Aksu Village Institute.
Teachers' views on school principals' implementation of 21st-century skills
This study utilized a phenomenological design, a qualitative research method, to examine how school principals implement 21st century skills in schools. The participants were 16 teachers selected through criterion sampling and maximum diversity techniques. Data were gathered via face-to-face interviews using semi-structured interview guides and analyzed through descriptive analysis. Teachers reported that school principals demonstrated learning and innovation skills by showcasing innovative approaches, producing projects, problem-solving, making physical improvements, and fostering teamwork. Information, communication, and technology skills were exhibited through practices such as sharing reliable information, effectively utilizing digital platforms and technological tools, and managing the school's social media. Life and career skills were reflected in practices like making effective decisions in crises, adapting to school culture, taking initiative, and promoting transparency in school expenditures. However, despite these efforts, most teachers felt that principals' implementation of 21st-century skills was inadequate.
The role of grade level in student evaluations of teaching evidence from a middle school context
This study aims to examine whether middle school students' evaluation scores regarding the instructional process significantly differ according to the variable of grade level. Within the scope of the research, student evaluations concerning the dimensions of teacher, content, materials, and learning environment were analyzed. The study was conducted using the relational survey model, and the study group consisted of 541 students enrolled in a public middle school in Turkey. The students were in 6th, 7th, and 8th grades. The Kruskal-Wallis H test was employed for data analysis. The findings revealed significant differences in the dimensions of teacher, content, learning environment, and overall score, while no significant difference was found in the material dimension. Notably, 8th-grade students tended to assign higher evaluation scores, whereas lower scores were observed in certain dimensions among 7th-grade students. The results indicate that students’ perceptions of the instructional process vary according to their developmental levels, in alignment with the constructivist learning approach.
The use and ethical implications of artificial intelligence in scientific research and academic writing
The integration of artificial intelligence into scientific research has significantly changed research methodologies, including data analysis, literature review and academic writing. This paper aims to explore the diverse applications of artificial intelligence tools in scientific research and its relationship with scientific ethics. The review shows that artificial intelligence tools accelerate research processes, especially in data-intensive fields, by improving the efficiency and accuracy of data analysis and literature review. It also highlights the growing role of artificial intelligence in academic writing, where tools such as ChatGPT streamline text generation and editing. However, the rapid adoption of artificial intelligence tools has sparked ethical debates, particularly around academic integrity, originality and the reliability of artificial intelligence generated sources. This paper assesses these emerging challenges and highlights the need for clear ethical guidelines. Ultimately, it concludes that artificial intelligence tools are a powerful tool that can greatly benefit research if used responsibly, but unethical practices such as data manipulation and plagiarism must be avoided. Human oversight remains essential to ensure the ethical use of artificial intelligence tools in research processes.
Copyright (c) 2024 Educational Research & Implementation https://creativecommons.org/licenses/by-nc-nd/4.0
Evaluation of redundancy effect in multimedia learning environment using EEG signals and eye-tracking
In the multimedia learning environment, presenting texts in different formats at the same time revealed the redundancy effect. This study aimed to evaluate cognitive load by recording brain signals and eye movements while texts were presented in different formats. For this purpose, two different multimedia learning environments in which printed text and narration were presented together and solo narration were designed, respectively. An experimental study was conducted by dividing 20 of 40 participants into two different multimedia environments. This study ensured the main perspectives of building up a learning profile structure depending on learners' cognitive profile by providing two different multimedia designs for redundancy effect via participants' brain topographies and eye movements. The findings suggested that the redundancy group demonstrated elevated cognitive load, especially in the frontal and parietal regions, as seen by heightened theta, beta, and gamma wave activity. Conversely, the non-redundancy group exhibited enhanced processing efficiency with less cognitive strain.
Role modeling in primary school from teachers' perspective: The key to affective learning
This research was conducted to examine the perceptions and experiences of primary school teachers regarding the phenomenon of being a role model. In this context, the research was conducted using the phenomenological design, one of the qualitative research designs. The research data were obtained from in-depth semi-structured interviews with 10 primary school teachers. The findings obtained from the definitions show that the majority of teachers associate being a role model with being a behavioral model. But the participants aren’t aware of the motivation and setting new goals in being a role model. When their experiences were analaysed primary school teachers associate being a role model with affective characteristics. However, it is thought that they make this association informally rather than based on formal education. It is necessary to revise both the primary school curriculum and pre-service and in-service teacher training programs in order to increase this awareness.
How is financial literacy predicted by mathematics achievement and mathematics-related affective characteristics?
This study focused on determining how financial literacy scores in these countries were predicted by mathematical achievement and affective concepts related to mathematics. The study was conducted using financial literacy data from students in Belgium, Brazil, Costa Rica, Italy, and Portugal, obtained from the OECD’s PISA 2022 database. Therefore, analyses were conducted with all of these respondents. Accordingly, data from 1775 students from Belgium, 3038 students from Brazil, 2564 students from Costa Rica, 4581 students from Italy, and 3139 students from Portugal were analyzed. In general, the results show that there is a relationship between students' financial literacy and mathematical achievement.
Feminist approaches and educational views
This study is a compilation study that aims to reveal feminism as a concept, the history of feminism, feminist approaches and educational views. In this context, the study consists of three sections. In the first section; feminism and feminist wave movements are included. In this direction, in the first wave movement, liberal feminism; in the second wave movement, Marxist feminism, radical feminism, socialist feminism, cultural feminism and black feminism; in the third wave movement, postmodern feminism, existential feminism, poststructuralist feminism, linguistic feminism, psychoanalytic feminism, Judie Buttler and Queer theory are explained. In the second section; feminist movements in Turkish society and history; in the third section, the perspectives of feminist approaches towards education are discussed.
Dear producers and consumers of knowledge, I am pleased to meet you again with the second issue of the first volume of the journal Edure. We plan to increase our quality and impact with the work of valuable researchers in this journal, which aims to contribute to the academy. Although only six months have passed since the publication of our first issue, we are proud to have started receiving citations from other studies. I would like to inform you that we will maintain a selective approach from the first submission onwards in order to raise the quality of our publications to a higher standard. Therefore, I recommend that you, esteemed contributors to the field of science, carefully review the Author's Guide before submitting manuscripts. From the manuscript submission stage, we first use I-thenticate to identify verbatim quotations from other sources. We then commit to completing the initial review within five days and completing the review process within an average of three months. In anticipation of the improved quality that will result from the inclusion of five articles in our inaugural issue, I would like to provide brief summaries of the articles featured in this issue: The first article "Evaluation of redundancy effect in multimedia learning environment using EEG signals and eye-tracking" by Duygu Mutlu Bayraktar, Pınar Özel, Ali Olamat, Fatih Altindis, and Bulent Yilmaz investigates how cognitive load is affected by different types of multimedia presentations. The study compares two learning environments: one where narration and written text are presented together (redundant) and one where only narration is provided (non-redundant). Using EEG and eye-tracking technology, the researchers found that the redundancy effect increased cognitive load, particularly in the frontal and parietal regions of the brain, as shown by increased activity in theta, beta and gamma wave frequencies. In contrast, the non-redundant group showed more efficient cognitive processing. The study highlights the importance of minimising redundant information to reduce cognitive load and improve learning outcomes. The second article entitled "Feminist approaches and educational views" by Onur Yalçın and Fatma Sadık provides a comprehensive overview of feminist thought and its development. The study is divided into three main parts; feminism and feminist waves, feminist movements in Turkey, and feminist views on education. The article concludes by emphasising the importance of integrating feminist perspectives into educational systems in order to promote equality and challenge existing gender biases. The another article in this issue, authored by Gökhan Ilgaz, explores the relationship between financial literacy and students' performance in mathematics, alongside their attitudes and emotions related to mathematics. The study uses data from the 2022 PISA assessments, focusing on five countries: Belgium, Brazil, Costa Rica, Italy, and Portugal. The findings suggest that mathematical achievement is the strongest predictor of financial literacy across all countries, explaining a significant portion of the financial literacy scores. The fourth article, entitled "Role modelling in primary school from teachers' perspective: The key to affective learning" by Mine Serim and Sibel Güzel Yüce examines the role of primary school teachers as role models. The study explores how teachers define, experience and perceive the importance of being role models for their students. The research reveals that role model definition, significance of role models in education, curriculum limitations, and teacher training. The study concludes that there is a need for a more structured approach to help teachers act as both behavioural and inspirational role models, which would contribute to both pupils' academic success and emotional development. The final article was written by me to provide information on the use and ethical implications of artificial intelligence in scientific research and academic writing. This article explores the growing role of artificial intelligence in scientific research, focusing on its applications in data analysis, literature review and academic writing, while also addressing the ethical implications that arise from its widespread use. With the increasing integration of artificial intelligence tools such as ChatGPT, the article provides a timely and critical assessment of how artificial intelligence is reshaping research practices. I sincerely hope that the studies conducted in various areas of education will prove useful and contribute significantly to both educational practice and theoretical knowledge in the field of education. I would like to express my respect and gratitude to my colleagues who served as editors and reviewers for their valuable contributions to the success of the second issue of the first volume. I extend my warmest greetings to each of you and look forward to the prospect of meeting again in the next issue, scheduled for April.
Scale of material development literacy perception for teachers
The aim of this study is to develop a measurement tool designed for evaluating teachers' perceptions of their proficiency in material development literacy. This tool aims to provide a structured and effective means of evaluating educators' competencies and understanding in the domain of creating educational materials. The development of such a measurement tool is crucial for obtaining accurate insights into teachers' perceptions, facilitating research on material development literacy, and guiding future interventions or training programs in the educational context. In the research, despite the participation of 1157 teachers, forms with missing data were excluded from the study. The data of 406 teachers were utilized for Explanatory Factor Analysis, and the data of 360 teachers were employed for Confirmatory Factor Analysis. The analyses resulted in a 23-item Likert-type measurement tool comprising four factors: Self-Adequacy, Desire, Material Use, and Process Skill. Additionally, three open-ended questions were included to gather qualitative data, independent of the scale. The measurement tool, explaining 66.18% of the total variance, demonstrates a high level of internal consistency with a Cronbach's Alpha Coefficient of .91. In conclusion, based on the obtained values, it is affirmed that this measurement tool can be effectively utilized to assess the material literacy perception levels of teachers.
Lead paragraphs of French and Turkish news items: Insights for French language learners
This study compared French and Turkish news items related to road accidents, specifically focusing on lead paragraphs. It aimed to provide insights for Turkish speakers learning French about reading comprehension and written expression at A2 and B1 levels. Data were collected from five newspapers in each country. French news items and Turkish news items showed similarities in word count but differed significantly in sentence and clause structures. French paragraphs tended to have longer single sentences with fewer clauses, while Turkish paragraphs had shorter sentences with more clauses. The study also explored the inclusion of informational components in lead paragraphs, such as accident scenes, types of vehicles, information about victims, circumstances of the accident, and casualty data. Results revealed variations between the two languages, emphasizing the importance of including information about casualties in lead paragraphs for effective communication in both languages.
Dear producers and consumers of knowledge, Firstly, I would like to express that it is an honor for me to write using the phrase "Dear producers and consumers of knowledge," which belongs to my esteemed advisor, Prof. Dr. Ahmet Doğanay. Since 2006, I have been involved in the editorial process of numerous journals, and it brings me great pleasure to introduce our new journal, EduRe, in collaboration with Pegem Academy. EduRE, established in 2024 with the goal of publishing original studies in the field of educational sciences, released its inaugural issue in April 2024. Following the publication of the first issue, DOI numbers were assigned to the articles, and applications were submitted for indexing in prestigious databases. I would like to inform you that we will maintain a selective approach from the initial application to elevate our publication quality to higher standards. Therefore, I recommend that you, esteemed contributors to the field of science, carefully review the author guide before submitting manuscripts. Beginning with the manuscript application, we initially utilize I-thenticate to identify verbatim quotations from other sources. Subsequently, we commit to completing the first review within five days and concluding the evaluation process within an average of three months.
First year and adjustment in university life: A qualitative study to determine the needs of first year university students
This study was conducted to identify the adjustment needs of first-year university students during their transition to university. The first year at university is a time when students review and organize their needs, their expectations from the university, the quality of their communication with other students, academic and administrative staff, the rules and working methods of the new academic environment, and the personality traits that students bring to the university. In the first year, most university students have to deal with many stress factors such as economic difficulties, academic difficulties, loneliness and homesickness, and difficulties in establishing social relationships. Based on this information, this study aims to explore in depth the needs and experiences of first-year university students in Turkey. In this study, the case study model, which is one of the qualitative research methods, was used to determine the adjustment difficulties and first-year needs of first-year university students. The participants were asked 11 open-ended questions with a semi-structured interview form. Content analysis, which is a qualitative data analysis method, was conducted by creating themes and codes for the data obtained from the interviews. The findings from the research were discussed in the context of the literature.
Enhancing reading and writing instruction in inclusive environments: A meaningful and collaborative approach
In inclusive educational settings, educators often face challenges in effectively allocating time and providing appropriate support for students with disabilities. This research aims to address these challenges by proposing a complementary method that integrates seamlessly with conventional teaching approaches, benefiting both teachers and students in the realm of reading and writing education. The primary objective is to develop a comprehensive design that supports reading and writing instruction within an inclusive environment. The proposed approach adopts a holistic perspective by incorporating classroom walls, cubes, and diverse notebooks into the learning environment. At its core, this approach revolves around two fundamental elements: the utilization of meaningful reading and writing methods and the emphasis on collaborative learning. The study is substantiated by three tiny-research initiatives, providing practical insights into the implementation of inclusive classrooms aligned with the proposed recommendations. This research introduces a holistic design, and through various investigations conducted during its development, addresses key aspects such as the design specifications for the cubes, the functionality of notebooks facilitating interaction between walls and cube surfaces, and strategies for facilitating unhindered reading and writing instruction. The findings contribute to answering crucial questions on considerations for creating an inclusive and effective learning environment for primary reading and writing instruction.
The effect of creative drama method in 4th grade primary school values education
The main purpose of this study is to determine the effect of creative drama method on the acquisition of "Responsibility", "Respect" and "Patience" values by fourth grade primary school students. The study was designed using the parallel mixed model, which is one of the mixed method designs. The study group of the research consists of primary school 4th grade students studying in a public school in the fall semester of 2018-2019 academic years. There were 42 students in the experimental group and 40 students in the control group. The research data were collected through the "Responsibility Scale", "Respect Tendency Scale", "Patient Behavior Scale", "Student and Teacher Diaries", "Teacher Interview Form" and "Personal Information Form". In addition, data were obtained with the "Word Association Test" to determine the conceptual change in values before and after the implementation. All in all, it has been established that the use of the creative drama method in values education is very effective in adopting values, embodying in-class learning, and encouraging the students to develop positive attitudes about the values discussed.