This study aimed to develop a new Academic Self-discipline (ASD) questionnaire and test its reliability.  The questionnaire was conducted on 40 undergraduate students at the University of Leicester. Data was collected using the  Experimental Participation Requirement (EPR) system and analyzed by Statistical Package for Social Sciences (SPSS). 58 were analyzed by factor analysis and internal reliability, which also helped obtain the final version of ASD. The test was validated using the face validity method. The results suggested that the ASD survey has 18 highly reliable items, with an α value of 0.9. The analysis also revealed that the questionnaire applied here has two main components: a study in a plan and attention.

The purpose of this study is to adapt the E-Learning Readiness Scale developed by Alem, Plaisent, Zuccaro, and Bernard (2016) to Turkish culture, and to test its validity and reliability according to data obtained from elementary school students. The research was designed in scanning model. For this reason, descriptive method was applied and quantitative data analysis techniques were used. The study group of this research consists of 498 elementary school fourth-grade students studying in Tokat in the 2019-2020 academic year. When analyzing the reliability of the scale, Cronbach's alpha reliability coefficient was calculated to determine the level of internal consistency. As a result of the analysis of the data obtained during the study, the overall Cronbach Alpha reliability coefficient of the scale was found to be α =. 829. The Cronbach Alpha reliability coefficient for the factors in the scale was calculated as α=.751 for the first factor, a=.900 for the second factor, α=.783 for the third factor, α=.762 for the fourth factor and α=.623 for the fifth factor.- As a result of the confirmatory factor analysis, goodness of fit values obtained were as follows: χ2nd (sd=105)= 391.469, p<.000; RMSEA=.075, GFI=.92, CFI = .91 and RMR=.06. These values were found to be within acceptable criteria. In this study, which examined the adaptation of the E-Learning Readiness Scale into Turkish and analyzed its validity and reliability, the scale was found to be a valid and reliable scale compatible with Turkish culture. All the findings obtained in the study show that the Turkish version of the E-Learning Readiness Scale, which consists of 17 items, is a valid and reliable scale compatible with the Turkish language. It is believed that the E-Learning Readiness Scale, which analyzes were carried out in this study, will serve as a guide for further research.

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL serves perfectly for the European aim of being ‘plurilingual’ to create a common future through a mutual understanding with the European citizens, who are able to speak at least two European languages capable enough to communicate and switch between languages, in addition to their mother tongue. This paper represents a comparative study of the differences in implementing CLIL methodology at the various national levels among one non-European, and three European countries, namely Italy, Spain, the Czech Republic, and Turkey. Not only does it tend to reveal the diversity of approaches towards CLIL as a popular method to teach and learn the content through a second language, but also it offers an insight into the legislation policies of these countries and their interest to promote CLIL as a national tool in supporting language learning to become a multicultural society. The aim of the study is to bring answers to the following questions (1) Is CLIL used at all levels of education? (2) Is it compulsory or voluntary to implement CLIL at schools? (3) Are these schools private or public? and last but not least (4) If the schools themselves can decide to implement CLIL or if they need approval from a higher authority. All four countries record an increase in the popularity of CLIL methodology in teaching and learning foreign languages, however as this paper demonstrates, levels and forms of implementation differ. The question for further investigation poses itself and sounds, “Is it a consequence of legislative support?”.

The education system, which is used by the ruling power to adopt its ideology while establishing The objectives of the education system, is intertwined with politics by its nature. With this aspect, it İs unlikely to consider education separately from politics. Social Studies education stands out as a Field where ideology is intensely given to individuals. Therefore, it is important to examine the social Studies curriculum and to reveal the current situation of the curriculum for the acquisition of political Skills. The views of teachers, who are the implementers of the curriculum, on the curriculum, the İmplementation of the curriculum or the elimination of the curriculum deficiencies, if any, and supporting the curriculum with new ideas are important. This study was considered important to reveal the current situation regarding the social studies curriculum and to determine the views of the curriculum implementers on its development if needed. The phenomenological research design, one of the qualitative research methods, was used to determine the views of Social Studies Teachers on political literacy. 20 Social Studies teachers working in general schools affiliated to the Ministry of National Education in the central district of Adıyaman province constituted the study group of this research. In the study, a standardized open-ended interview form was used to collect data from teachers. The data obtained at the end of the data collection process were analyzed by the “content analysis” method, which mainly involves the pattern determination, coding, and categorization processes. Within the scope of the results obtained, the majority of the Social Studies teachers participating in the study indicated that political literacy subjects were not appropriate for the student level. While providing justification for it, they stated that politics was not appropriate for the age level of students, the society was not ready for it, or the concepts related to politics included in the curriculum were abstract. It is necessary to indicate that teachers’ statements are actually the result of a social reflection. It can be said that political-based events that have occurred in previous periods in Turkey are the reason why politics is generally considered negative.

By means of a good understanding of teachers’ motivational components in teaching, we are able to gain insight into their teaching performance. One of these personal components is self-efficacy. The aim of the study was to adapt the Teaching Engineering Self-Efficacy Scale (TESS) developed by Yoon (2014) into Turkish to measure the engineering teaching self-efficacy of K-12 teachers. The analysis of the data consisting of 439 science and technology design teachers from across Türkiye was performed using the Mplus program. According to the results obtained from this research, it was determined that the X2/sd ratio was 2.97, RMSEA was .07, CFI was .95, TLI was .94 and SRMR was .04. in the findings obtained from Model C, with the best fit index values. In addition, it was found that the Cronbach α reliability coefficients (.94 for engineering pedagogical content knowledge self-efficacy, .95 for engineering engagement self-efficacy, .93 for engineering discipline self-efficacy, and.87 for engineering outcome expectancy; .96 for the entire scale) were found to be at a high level. Consequently, the Turkish version of TESS is a valid and reliable scale with 23 items and a four-dimensional structure as in the original.