Pedagogical Perspective (PedPer) (eISSN: 2822-4841) is an international, open-access journal publishing English-language research and review articles in education. PedPer welcomes qualitative, quantitative, mixed-methods, theoretical, and methodological studies that advance educational theory and practice and foster interdisciplinary and international dialogue. View All.
TSTT special issue editorial: Teacher training in the digital age
This editorial introduces the TSTT Special Issue of Pedagogical Perspective (Vol. 4, No. 3), which brings together five contributions originally presented at the TSTT Conference (Prague, May 30–31, 2025). Across diverse contexts—English language teacher professionalism, writing instruction in higher education, EFL administrative well-being, STEAM-oriented gamification in classical high school, and ethical AI in intercultural leadership—the papers collectively address a shared challenge: how teacher education and professional learning can respond to accelerated digital transformation while safeguarding pedagogical quality, human agency, and ethical responsibility. The issue foregrounds (i) teachers’ situated experiences with AI tools, (ii) institutional capacity and policy gaps, (iii) resilience and well-being as core dimensions of teacher development, and (iv) design-based approaches (e.g., gamification, OER, modular training) that bridge disciplinary traditions with emerging digital competencies. By synthesizing the five contributions, this editorial outlines converging insights and proposes a coherent agenda for teacher training: sustainable professional development that integrates AI literacy, ethical judgment, context-sensitive pedagogical design, and organizational support.
Copyright (c) 2025 Erhan Yaylak https://creativecommons.org/licenses/by-nc-nd/4.0
Challenges in intercultural leadership: An overview of the SHUTTLE project and the incorporation of AI in an HE context
Intercultural leadership and its subset of intercultural communicative leadership in Education 5.0 is the ability to effectively navigate one’s self and others through cultural differences as well as integrate technology, artificial intelligence (AI), personalized learning, and digital ethics to create learner-centered environments. Educators today are often eager to incorporate AI into their daily plans yet many are unaware of the potential inaccuracies and discrepancies inherent to AI. Issues regarding fairness, privacy and bias being hardwired into any potential AI system are concerns that need to be properly analyzed and addressed in order to mitigate against unintended consequences and ensure that such tools are not causing harm or being abused. However, despite these potential risks, current research regarding AI use in HEIs argues that the technology is simply “too good to not use”. This article will present an overview of the Erasmus+ SHUTTLE project, which aims to explore how AI-powered computing systems can extend or augment the possibilities of teaching, learning, and research while doing so ethically, responsibly, and humanely. Primarily, this article will discuss and draw attention to issues pertaining to intercultural communicative leadership and the ethical creation of learner-centered environments in an HE context. A summary of the SHUTTLE project and its completed outputs will be highlighted as well as a review of pertinent literature and available AI tools followed by relevant methodology for incorporating AI within an HE context.
Copyright (c) 2025 Michael Diaz https://creativecommons.org/licenses/by-nc-nd/4.0
From humanities to STEAM: Gamified learning and the development of digital competencies in the classical high school
Although classical high schools in Italy are traditionally associated with lecture-based instruction, the integration of gamification offers promising ways to enhance student engagement and motivation. This study addresses the challenge of incorporating digital and computational competencies into humanistic education by examining the implementation of gamified learning strategies at classical high school with STEAM curriculum in the South of Italy. The purpose of the study is to explore how tools such as escape rooms, educational robotics, and artificial intelligence can transform the perception of coding, specifically Python programming, as a relevant and accessible subject within a classical curriculum. A longitudinal mixed-methods case study design was adopted. The sample included 52 students and 3 teachers who voluntarily participated in a year-long innovation program. Data were collected through pre/post questionnaires, direct observation, performance assessments, and interviews. Quantitative data were analyzed using chi-square tests; qualitative data were examined via thematic analysis. Results revealed a significant increase in students’ motivation, particularly in coding and robotics activities. Students reported enhanced engagement, improved collaboration, and reduced anxiety through AI-assisted coding. Teachers also perceived improved digital and pedagogical competencies, despite time constraints. Escape rooms emerged as particularly effective for promoting active learning, problem-solving, and interdisciplinary connections. These findings highlight the transformative potential of gamification in classical education settings. Practical implications include the need for professional development focused on integrating playful learning strategies. Future research should further explore scalable models to bridge the gap between humanities and digital education through sustained pedagogical innovation.
Copyright (c) 2025 Daniela Canfarotta, Manuela Pipitone https://creativecommons.org/licenses/by-nc-nd/4.0
Behavioural problems in 48-72 month old children and the role of familial factors
This research aimed to identify 48-72 month old children with behavioral problems and to examine familial factors such as family characteristics, family involvement, and alexithymia that are thought to be associated with these problems. In line with this main objective, behavioral problems in children, family involvement, and families' alexithymia (difficulty in recognizing, expressing, and distinguishing emotions) levels were determined, and the variation in the presence of behavioral problems in children according to family characteristics, family involvement, and families' alexithymia levels was examined. A relational survey model, one of the quantitative research methods, was used to identify children with behavioral problems and to examine the familial factors affecting children's behaviors in terms of various variables. Convenience sampling was used in the study, and the sample consisted of 389 children aged 48-72 months attending preschool education institutions affiliated with the Ministry of National Education in Ordu province and their families. The "Preschool Behavioral Problems Screening Scale", "Family Information Form", "Family Involvement Scale", and "Toronto Alexithymia Scale" were used to collect research data. According to the research results, it was determined that the presence of behavioral problems in 48-72 month old children differed significantly according to some characteristics such as the age of parents, mother's educational status, number of children in the family, birth order of the child, and the family's observation of a problem in the child, while it did not cause a significant change according to some others (parents' closeness to the child, employment status, etc.), that the family involvement levels of parents of children without behavioral problems were higher than those of parents of children with behavioral problems, and that the presence of behavioral problems in children was not affected by their families' alexithymic status.
Copyright (c) 2025 Didem Semerci Arıkan, Ozana Ural, Nazife Hülya Bilgin Köse https://creativecommons.org/licenses/by-nc-nd/4.0
Social studies teachers’ opinions on values education
Values play a crucial role in the formation and maintenance of an organised social structure. The continuity of a well-ordered society is closely related to the presence of shared and positive values among its members. Societies that have adopted ideal values have historically achieved a more enduring place in history. Without moral values, individuals cannot live in a stable and harmonious order merely through written legal rules. One of the fundamental aims of education is to raise citizens who possess certain values and are capable of assuming responsibility. It is widely acknowledged that values are undergoing a process of degeneration. This process, which leads to the corruption of values, also places educational institutions in a difficult position, particularly regarding issues such as violence. Therefore, it is necessary to re-examine whether the values that the curriculum seeks to convey truly serve their intended purpose. The present study aims to explore the opinions and solution suggestions of social studies teachers regarding the problems encountered in values education within middle school social studies courses. The research employed a phenomenological design, one of the qualitative research methods, and the criterion sampling method, a form of purposive sampling, was used in the selection of the study group. In this context, the study group consisted of social studies teachers working in middle schools in a province located in the Central Anatolia region during the 2024–2025 academic year. A semi-structured individual interview form was used as the data collection instrument, and the data obtained from the interviews were analysed using the inductive method. Efforts were made to ensure objectivity throughout the research process. Another researcher reviewed the data collected, and inter-rater agreement was achieved. The findings were then discussed within the framework of the relevant literature, and appropriate recommendations were provided.
Copyright (c) 2025 İsa Aliç, Kubilay Yazıcı https://creativecommons.org/licenses/by-nc-nd/4.0
Examining the relationship between parents’ beliefs about reading and home literacy environment
A positive home environment created by parents effectively fosters the development of children’s literacy skills. The beliefs of parents play a crucial role in shaping the activities they engage in with their children, the home environment they create, and the resources they provide. There is a need to clarify the extent to which parents’ reading beliefs play a role in the home literacy environment. This study aims to examine the relationship between parents’ beliefs about reading and the home early literacy environment they provide for their children. The participants consist of 121 caregivers of preschool children (108 mothers and 13 fathers). Data for this correlational study were gathered using the Parent Reading Belief Inventory and the Home Early Literacy Environment Scale. The analysis focused on the self-reports provided by the parents. Findings showed that parents have a moderate level of beliefs about reading. In addition, parents typically create a medium to high-quality home literacy environment for their preschoolers. Significant relationships were identified between parents’ beliefs about reading and the early literacy environment they create at home for their children. Findings confirmed the significance of parents’ positive beliefs about reading in creating a quality home literacy environment that enhances children’s literacy skills.
Copyright (c) 2025 İrem Gürgah Oğul, Özlem Karayer https://creativecommons.org/licenses/by-nc-nd/4.0
Predicting romantic relationship satisfaction in young adults: The roles of self-compassion, gratitude, and forgiveness
Romantic relationships significantly influence the well-being of young adults; however, the psychological dimensions underlying relationship satisfaction remain a central topic of scholarly exploration. This study aimed to examine whether self-compassion, gratitude, and forgiveness—as core positive psychological traits—are associated with and predictive of satisfaction in romantic partnerships. The study utilized data from 333 young adults in Turkey (aged 20–40) who completed validated measures of romantic satisfaction, self-compassion, gratitude, and forgiveness. Data analyses included Pearson correlation and multiple linear regression analyses. The findings revealed that while all three traits were positively associated with romantic relationship satisfaction, their individual predictive power was limited. Notably, only forgiveness emerged as a significant predictor in the final regression model. These results highlight the potential relational value of these psychological traits, particularly forgiveness, while also emphasizing the influence of broader psychological and contextual factors. Implications for therapeutic practice and relationship enhancement interventions are discussed.
Copyright (c) 2025 Ayşe Sibel Biçer https://creativecommons.org/licenses/by-nc-nd/4.0
An examination of academic envy behaviours among dentistry faculty students across various variables
Dental school students experience competition not only during the preparation process for university entrance but also throughout their academic education. As in every competitive environment, academic envy behaviours inevitably emerge in this context as well. This study examines the level of academic envy among dental school students in relation to academic achievement, year of study, gender, sibling status, romantic relationship status, and socioeconomic level. The study was conducted with 705 dental students. To analyze the data, the Mann–Whitney U test was employed for the variables of gender, sibling status, and romantic relationship status. At the same time, the PerANOVA technique was applied for socioeconomic level, year of study, and grade point average. The findings revealed that male students exhibited higher levels of academic envy compared to female students, and students without siblings reported higher levels of envy than those with siblings. In addition, fifth-year dental students demonstrated greater academic envy than students in other years. Students with low socioeconomic status also showed higher levels of academic envy compared to those with medium and high socioeconomic status. Furthermore, students with very high grade point averages were found to display higher levels of academic envy compared to other groups. However, no significant difference was observed in academic envy between students with and without a romantic relationship.
Copyright (c) 2025 Deniz Yılmaz, Duygu Koçak https://creativecommons.org/licenses/by-nc-nd/4.0
Evaluation of BİLSEM teachers’ use of digital tools according to teachers’ opinions
This study aims to examine the role of digital tools in the educational process, teachers' perspectives on these tools, and the challenges they encounter. Additionally, it seeks to contribute to the identification of teaching strategies and the development of teacher training programs. The study adopts a phenomenological design and includes interviews with 20 teachers from various disciplines working at five different Science and Art Centers (Bilsem) in Gaziantep. Participants were selected using the criterion sampling method, and data were collected through a semi-structured interview form developed based on expert opinions. The collected data were analyzed using content analysis with the MaxQDA Analytics Pro software. The results indicate that in order for teachers working at Bilsem to use digital tools more effectively in their lessons and projects, it is essential to improve existing teaching methods and enhance training programs. These improvements should focus on integrating practical applications of digital tools into pedagogical practices, providing continuous professional development opportunities, and offering hands-on workshops tailored to teachers’ specific subject areas. Moreover, fostering a supportive institutional environment that encourages experimentation and collaboration among educators can significantly contribute to the effective integration of digital technologies in teaching and learning processes.
Copyright (c) 2025 Yasemin Gözüküçük, Birsen Bağçeci https://creativecommons.org/licenses/by-nc-nd/4.0
Monitoring and evaluation of teacher competencies at the international level: A comparative study
Teachers’ professional competencies are a fundamental factor that directly affects the quality of education systems and student achievement. This study comparatively examines the approaches of Germany, Australia, Finland, South Korea, Hong Kong, Canada, and Singapore to monitoring and evaluating teacher competencies. Designed as a qualitative review, the research analysed 58 studies selected from articles, reports, and official documents published between 2020 and 2025. The findings reveal that while all countries associate teacher competencies with entry into the profession, professional development, and career progression, their evaluation methods differ significantly. Standardized and development-oriented systems are emphasized in Australia and Singapore; autonomy and trust are prioritized in Finland; performance-based accountability is highlighted in South Korea; self-evaluation is advanced in Canada; legal inspection frameworks prevail in Germany; and career-ladder evaluations are applied in Hong Kong. The results provide important insights for Turkey, suggesting that competency-monitoring processes should be integrated with professional development, digital competencies, and cultural inclusivity.
Copyright (c) 2025 Mehmet Arslan https://creativecommons.org/licenses/by-nc-nd/4.0
Examining the relationship between ecological literacy and ecological footprint awareness
This research was conducted to determine the ecological literacy and ecological footprint awareness of high school students and to examine the relationship between these variables statistically. The research was designed using the relational screening model. The study sample consists of 962 high school students from all grade levels who continue their education in Ankara in the 2022-2023 academic year. The sample was determined according to the convenience sampling approach. As a result of the research, it was determined that the students' ecological literacy and ecological footprint awareness were at a moderate level. It was determined that the students' levels of ecological behavioural literacy and ecological emotional literacy, which are sub-dimensions of ecological literacy, are low; their ecological ethical literacy levels are at a medium level, and the sub-dimension where the students are at a high level is ecological awareness literacy. The students' awareness of food is higher than that of the other sub-dimensions. It was concluded that the students are sensitive about food shopping, organic food, and plastic products used in food products, and their awareness of these issues is at a considerable level. According to the relational screening result, it was determined that as the students' ecological literacy levels increase, their ecological footprint awareness rises at the same rate.
Copyright (c) 2025 Fatma Alkan, Miraç Yiğit Cangüven https://creativecommons.org/licenses/by-nc-nd/4.0
Predictors of career adaptability: Self-efficacy perception towards technology integration and attitude towards technology
The purpose of this study is to examine whether pre-service teachers' career adaptability is predicted by their self-efficacy perceptions towards technology integration and their attitudes towards technology. The research group consists of 421 pre-service teachers studying at various universities in the 2024-2025 academic year. The research data were obtained by using " Technology Integration Self-Efficacy Scale " adapted into Turkish by Ünal and Teker (2018), "Career Adapt-Abilities Scale Short Form " adapted into Turkish by Erdoğmuş-Zorver and Yeşilyaprak (2021), "Attitude Towards Technology Scale" developed by Aydın and Karaa (2013), and "Personal Information Form" developed by the researchers. SPSS 27.0 program was used to analyse the data and multiple linear regression analysis was performed. According to the findings, it was determined that there was a statistically significant positive relationship between self-efficacy perception towards technology integration, attitudes towards technology and career adaptability levels. Attitudes towards technology and self-efficacy perception towards technology integration were found to be significant positive predictors of career adaptability level.
Copyright (c) 2025 Fatih Koca, Sena Kılıç https://creativecommons.org/licenses/by-nc-nd/4.0
The effect of computational thinking on creativity: A meta-analysis for teaching strategies
This meta-analysis aims to examine the relationship between computational thinking (CT) and creativity, to understand the effect of CT on creativity, and to evaluate this effect in different contexts to develop applicable recommendations for teaching strategies. A literature search was conducted in the Web of Science and Scopus databases during the fall of 2024 using the keywords “computational thinking” OR “CT” and “creativity” OR “creative thinking,” and it was filtered for full-text articles published in English after 2016. This search identified 410 studies, of which seven studies, with eight effect size, met the inclusion criteria. The included studies provided the necessary experimental data (Mean, SD and t of F-value) for measuring creativity after CT intervention. Effect sizes were calculated using Hedges’s g under a random effects model to correct for small sample bias; heterogeneity was assessed with Q and I² statistics. Publication bias was analyzed by funnel plot and Duval and Tweedie’s Trim and Fill test, confirming the reliability of the findings. In this meta-analysis, moderator variables such as publication year, country, discipline, grade, CT activity and intervention duration were considered. By identifying in which contexts the effects are stronger or weaker through these moderators, the study guides the design and implementation of CT activities in education. The results showed that CT has a significant and positive effect on creativity (Hedges’s g = 0.68) with moderating disciplines, grade and year. This study contributes to a deeper understanding of how CT can be integrated into educational environments to foster creativity, providing both theoretical and practical contributions to the field of technology.
Copyright (c) 2025 Münire İrem Günaltay, Sıla Balcı, Sevil Orhan Özen https://creativecommons.org/licenses/by-nc-nd/4.0
A tree, a sun, a compass: Metaphors shaping preservice teachers' views on leadership in education
In contemporary educational discourse, the concept of leadership has expanded beyond administrative roles to include teachers who influence classroom culture, pedagogy, and school development. Despite its increasing significance, teacher leadership—particularly how it is perceived by preservice teachers—remains underexplored in the literature. This study aimed to examine the perceptions of preservice teachers regarding the characteristics of leader teachers and to explore the metaphors they use to describe the concept of teacher leadership. A qualitative research design grounded in phenomenology was employed. The study sample consisted of 105 third-year preservice teachers enrolled in the Primary Mathematics and Classroom Teaching programs at a public university in Türkiye. Data were collected through a semi-structured interview form including two open-ended questions and analyzed using content analysis. The findings revealed that participants conceptualized leader teachers through four categories: student interaction, the educational process, family engagement, and environmental awareness. Additionally, 35 distinct metaphors were produced, with common symbols including the tree, sun and the compass —indicating the perceived guiding, enlightening, and nurturing roles of leader teachers. These results suggest that preservice teachers hold a multifaceted and idealistic vision of teacher leadership. The study underscores the importance of integrating teacher leadership training into preservice education programs and encourages further qualitative and mixed-method research to explore contextual factors that shape leadership perceptions among future educators.
Copyright (c) 2025 Davut Atış, Fatma Avcı https://creativecommons.org/licenses/by-nc-nd/4.0
EFL administrators’ well-being and their professional resilience: Ecological insights for teacher training
Abstract Language teacher well-being has been gaining a growing interest in educational research. This study has specifically explored the well-being of language instructors who had dual roles - as both teaching and administration- within the context of higher education. Adopting a qualitative research design, the study holds an ecological perspective, rooted in Bronfenbrenner’s Ecological Systems Theory, to explore what contributes to the well-being of administrators of English as a Foreign Language (EFL), and what coping strategies they develop in professional life. By examining the challenges and experiences of these instructors, the research highlights the intersection among administrative responsibilities, teacher well-being, and teacher training. The data were gathered through semi-structured interviews, and the results were presented through the combination of both deductive and inductive thematic analysis. From an ecological lens, the findings reveal that interpersonal dynamics, institutional alignment, and policy-related factors all interact together to (re)shape the EFL administrators’ well-being at workplace. Also, the findings provide key insights into the complex, multi-layered nature of teacher well-being, emphasizing that professional development programs should not only include professional skills of instructors but also some coping strategies for them to foster their long-term resilience at professional life.
Copyright (c) 2025 Elif Aydın Yazıcı https://creativecommons.org/licenses/by-nc-nd/4.0
Reflections from learning activities designed by prospective teachers and supported by mathematical process skills
This study aims to examine the processes by which prospective teachers design mathematical activities based on mathematical process skills (connections, communication, and reasoning) and in line with the constructivist learning approach. The study was conducted within the scope of the course titled “Connections in Mathematics Teaching,” offered in the primary mathematics teacher education program at a public university. A case study design, a qualitative research method, was adopted. The study group consisted of 55 prospective mathematics teachers enrolled in the aforementioned course. Data were collected through activity reports prepared by the participants, observation notes recorded by the researcher during the activity presentations, and group interviews conducted at the end of the process. The collected data were analysed through content analysis within the framework of pedagogical and skill-based dimensions. The findings indicate that the prospective teachers were mainly able to integrate mathematical process skills into their activities and had reached a satisfactory level, particularly in the areas of making connections and mathematical communication. However, significant deficiencies were observed in their ability to identify and utilize indicators related to ‘estimation-based reasoning.' From a pedagogical perspective, it was found that the participants demonstrated limited performance in the exploration and explanation phases, which constitute key components of constructivist teaching. In light of these results, it is recommended that teacher education programs incorporate a greater number of constructivist, practice-oriented, and reflective activities to support the pedagogical development of prospective teachers.
Copyright (c) 2025 Hayal Yavuz Mumcu https://creativecommons.org/licenses/by-nc-nd/4.0
A qualitative study on ELT instructors’ firsthand experiences with AI integration in English writing classes
The integration of Artificial Intelligence (AI) tools in language classes has significantly revolutionized English writing classes by offering tools for grammar correction, idea and model text generation, and automated feedback. Research studies have reported that utilization of such tools can streamline drafting processes, increase personalized learning for students and reduce grading burdens for instructors. However, these tools can also pose pedagogical and ethical dilemmas, especially in contexts where both instructors and students are not well informed. Therefore, the current study aimed to examine the lived experiences of English writing instructors in Turkish universities concerning the implementation of artificial intelligence (AI) tools in their classes. 8 participants working in 8 different public universities which are located in 8 different regions were selected via purposive sampling. They were interviewed through online meetings and the obtained data was subjected to qualitative analysis. The analysis uncovered significant themes including the educational advantages of AI (e.g., efficiency in feedback and material generation), ethical dilemmas (e.g., over-reliance and plagiarism), and institutional obstacles with lack of policy on in service education. The current research demonstrated that although AI alleviates instructors' burdens and improves student engagement, instructors still feel not sufficiently qualified to integrate these tools into their practices. They were also found to be concerned about the improper usage of these tools which can pose substantial concerns related to academic integrity and the cultivation of critical thinking skills. Instructors utilize techniques such as in-class writing and plagiarism detection to reduce hazards, however they indicate a necessity for systematic instruction on successful AI integration and ethical standards.
Copyright (c) 2025 Sevcan Bayraktar Çepni, Gökhan Çepni https://creativecommons.org/licenses/by-nc-nd/4.0
Unpacking the role of AI in transforming English language teacher professionalism
Since its launch in November 2022, Chat-Generative Pre-trained Transformer, i.e., ChatGPT, as an advanced artificial intelligence-powered chatbot simulating human interaction and offering tailored feedback, has provoked mixed feelings in education. To promote its potential pedagogical relevance, its role from the perspectives of English language teachers needs to be explored further. Thus, the current study aims to investigate teachers’ behavior patterns, perceptions, and suggestions about the role of ChatGPT in developing teacher professionalism. Accordingly, a case study was carried out involving 11 graduate students pursuing a degree in English Language Teaching (ELT). While two participants had recently completed their pre-service teacher training and were not actively teaching at the time of the study, the remaining participants were in-service English language teachers employed in diverse educational contexts, including public schools and higher education institutions. A self-administered written survey with ten items was utilized to gather the qualitative data, which was analyzed through manual thematic content analysis. The participants’ self-reports illustrated varied instrumental genesis of ChatGPT that requires teachers to be active users rather than passive recipients. Still, they remained conscious of the numerous inherent challenges, limitations, and ethical concerns raised in existing research, in light of which the participants offered suggestions to mitigate those challenges. The study concludes by suggesting AI-empowered teacher professional development that emphasizes teacher agency rather than positioning teachers as mere recipients of ChatGPT outcomes.
Copyright (c) 2025 Şakire Erbay Çetinkaya, Servet Çelik https://creativecommons.org/licenses/by-nc-nd/4.0
Educators' use of digital technology in early childhood education: Personal and educational environments
Improving and strengthening digital technology (DT) in early childhood education settings is significant. The extent to which educators include DT and its use in their personal lives and educational environments plays a key role in this empowerment. Identifying the deficiencies in technology tools, the DTs that need to be supported in educational environments, the experiences of teachers in the use of DTs, and the DT applications that need to be increased in educational settings will enable more accurate steps to be taken in this regard. This study aimed to understand the DT tools that early childhood educators use in their personal and educational environments, the duration of their use, their practices, their feeling comfortable, and their frequency of use. In this study, data were collected from 16 educators working in three different schools in one of the Midwestern States of the United States. Frequency, percentage, and mean calculations and descriptive graphs were created. The study's results revealed that educators actively use DT in their personal and educational environments. The use of tablet and smart board tools in educational environments is low, as is the use of social media and communication tools, television and educational videos, and voice recorders. In addition, educators were less comfortable with storytelling programs, digital photo editing, playing computer games, and using drawing programs; using web search and word processing applications by children was quite limited; the frequency of use of drawing programs by both themselves and children was very low.
Copyright (c) 2025 Döndü Neslihan Bay, Douglas K. Hartman https://creativecommons.org/licenses/by-nc-nd/4.0
An investigation of the relationship between story writing skills and mental image clarity in fourth grade primary school students
This study aims to determine the level of relationship between story writing skills and mental image clarity among fourth-grade primary school students. The research was conducted with 60 students studying in two public schools in the central district of Ardahan during the second semester of the 2024–2025 academic year. A correlational survey model, one of the quantitative research methods, was employed. Data were collected using the “Story Writing Skills Evaluation Scale” and the “Mental Image Clarity Scale.” Descriptive statistics, the Shapiro-Wilk test, Spearman’s Rho correlation coefficient, and the independent samples t-test were used in the data analysis. The findings revealed a high-level, positive, and statistically significant relationship between students’ story writing skills and their mental image clarity. Furthermore, no significant difference was found in story writing skills and mental image clarity based on gender. The results suggest that supporting students’ ability to create mental imagery may positively influence their written expression skills.
Copyright (c) 2025 Sevil Türkeri, Süleyman Erkam Sulak https://creativecommons.org/licenses/by/4.0
Attitudes and opinions of primary school teachers towards inclusive education
This study aims to examine the schools where primary school students under temporary protection study, focusing on inclusive education. In this mixed-method study, quantitative data were analysed using statistical analysis methods and qualitative data were analysed using thematic analysis methods. convergent/parallel mixed methods research design, one of the mixed research designs, was used in the study. In the qualitative dimension of the study, primary school teachers with students under temporary protection in Samsun province are involved. In the quantitative dimension, 240 randomly selected primary school teachers constitute the study population. In the study, the Teacher Attitude Scale in Inclusive Education, developed by Ünal Şimşek and a semi-structured interview form were used. SPSS21 software was used for quantitative data analysis, and MAXQDA 2020 software was used for qualitative data analysis. The research revealed that teachers’ attitudes towards inclusive education are generally positive. However, while teachers’ attitudes towards the subject did not differ significantly based on their training status in inclusive education, a significant difference was found depending on the presence of students under temporary protection in the classroom. In addition, while trying to carry out activities for inclusive education, primary school teachers emphasised that students under temporary protection negatively affected the classroom environment, which in turn reflected poorly on them. Finally, it was concluded that the most significant deficiency in inclusive education is that the subject is not fully known.
Temporary protection, Students under temporary protection, Migration, Mixed method
Copyright (c) 2025 Ezgi Çetin, Yaşar Çelik https://creativecommons.org/licenses/by-nc-nd/4.0
An examination of social studies education research: A bibliometric analysis
Social studies have an integrated and interdisciplinary structure. Due to its inclusion of different disciplines and the presentation of their integration, this special field requires a specific analysis to examine its own subjects, methods, and trends. The wide range of social studies compared to other fields and their intense collaboration with other disciplines have led to many bibliometric studies in the literature being inadequateSocial studies have an integrated and interdisciplinary structure. Due to its inclusion of different disciplines and the presentation of their integration, this special field requires a specific analysis to examine its own subjects, methods, and trends. The wide range of social studies compared to other fields and their intense collaboration with other disciplines have led to many bibliometric studies in the literature being inadequate or limited. This research aims to reveal the current state, research trends, prominent topics, conceptual structure, and future directions of social studies research in the field of education over the past 20 years through visual mapping. In the study, the bibliometric analysis method was used, and the data were obtained from the Web of Science database. In this context, English articles published between 2002 and 2022 in journals indexed in the Social Sciences Citation Index (SSCI) within the scope of social studies education research were analysed. In the analysis of the data, the Bibliometrix package supported by R Studio software and the Biblioshiny interface were utilised. Based on the analysis of the 569 data obtained, the findings revealed that social studies education research is predominantly conducted as research articles, with an annual growth rate of 7.31%. The most productive year recorded was 2021. It has been determined that the journal Theory and Research in Social Education is the most published and cited journal, and according to Bradford's law, it also occupies a core area, making it the most influential journal in the field. Concepts such as citizenship education, identity, history education, and social justice have been the most frequently used keywords, with citizenship-related concepts particularly coming to the forefront since 2016.
Copyright (c) 2025 Sıla Demireğen, Erdi Erdoğan https://creativecommons.org/licenses/by-nc-nd/4.0
A methodological approach to content analysis of qualitative data in science education: An applied example
Although descriptive and content analysis are different concepts, they often need clarification. While descriptive analysis is a statistically descriptive method that summarises the basic features of the data, content analysis is a method in which meaning, themes and patterns are revealed by examining texts or qualitative data in depth. Although descriptive analysis and content analysis are both analysis methods used in research, they have different purposes and techniques. This study aims to create a case study in which qualitative data's meaning, themes and patterns are revealed and examined in depth within a scenario constructed using actual data. As a case scenario, it will be assumed that interviews were conducted with students and teachers, the researcher used a semi-structured observation form, and open-ended self-evaluation reports were prepared in which students evaluated themselves. Explanations about how the data obtained from student-teacher interviews, observation and student self-assessment reports should be followed according to the content analysis stages are given. The stages of collecting and analysing qualitative data require careful planning. In this study, in addition to the content analysis used in analysing qualitative data, it is also essential that the other stages should be planned and implemented in detail. The processes before and after collecting the data and finally reporting the data should be planned in line with the purpose of the research. Before the content analysis process, it will be necessary to use many data collection tools to collect the data per the research subject.
Copyright (c) 2025 Pedagogical Perspective https://creativecommons.org/licenses/by-nc-nd/4.0
Perception of secondary school students towards learning mathematics and its effect on academic performance: In case of Kaffa Zone Gimbo secondary school
The perception of students in learning mathematics at secondary schools has persistently been negative. The students with a higher perception of learning were associated with better academic performance. Students' academic performance in mathematics reflects their ability to handle the academic series taken during secondary school. This study sought to investigate students' perceptions of learning mathematics and its effects on academic performance at Kaffa Zone Gimbo Secondary School. The target groups for this study were 555 students from grades 9-12. This group was sampled using stratified sampling techniques, with a sample size of 250 students. The data was collected using a questionnaire. The collected data were analysed using descriptive statistics and multiple linear regression analysis by using the Statistical Package for the Social Sciences (SPSS version 20). The finding of this study shows that students' perception of learning mathematics was a mean Likert scale value of 2.4264, which is low and indicates a negative perception. Furthermore, from multiple linear regression analysis, all the components of perceptions were statistically significant, which means the p-value is less than 0.05. From the independent sample t-test, the perception of male and female students is not statistically significant. This indicates that gender difference does not affect the perception of learning in mathematics. Generally, the study concluded that students' academic performance in mathematics is significantly influenced by their perception of learning mathematics. The study recommended that the concerned bodies consider counselling students to foster positive thinking about mathematics learning and high performance in mathematics.
Copyright (c) 2025 Tekle Kochito https://creativecommons.org/licenses/by-nc-nd/4.0
Investigation of the effect of project-based teaching on the distance education process
eTwinning projects, which have been implemented in Europe since 2005 and in Turkey since 2009, are considered as a project-based teaching practice where cooperation, communication and teamwork are prioritized. In eTwinning Projects initiated with founding partners from Europe, teachers share their activities with domestic and international partners via the Twinspace portal. The purpose of this research is to examine the effect of project-based teaching on the distance education process. The effects of the contributions of eTwinning projects, which are project-based teaching practices, before and during the distance education studies that were compulsorily carried out online during the Covid-19 Pandemic, were examined. The study employs a qualitative descriptive research design. The study group was determined using criterion sampling, one of the purposive sampling methods, and consists of 32 high school teachers from various disciplines working in Gaziantep during the 2020-2021 academic year. These teachers were selected based on specific criteria, including having implemented at least two eTwinning projects and having received at least one European Quality Label certificate. The research data were collected through a semi-structured interview form. The interview questions were developed by the researcher and refined with feedback from experts. The data were analyzed using content analysis. Based on the research findings, the impact of project-based teaching on the distance education process was examined. The findings indicate that eTwinning projects, as a form of project-based teaching, contributed to teachers’ professional development in the areas of lesson planning, content creation, and assessment and evaluation stages during the distance education process.
Social studies teacher candidates’ metaphors towards e-books and printed books
The integration of technology in educational settings has brought electronic books or e-books to the forefront alongside traditional printed texts. This study examines the metaphorical perceptions of social studies teacher candidates towards printed books and e-books. This study employs a qualitative model to investigate the metaphorical perceptions of social studies teacher candidates. Phenomenology design was used to determine the perceptions of prospective teachers towards printed books and e-books. The study sample comprises 73 students, 48 female and 25 male, enrolled in the 1st through 4th grades at a state university. Initially, the prospective teachers were provided with a succinct overview of the concept of metaphor, including its definition and the process of its formulation. Subsequently, each participant received a worksheet designed to facilitate the creation of their own metaphors. Following the collection of data, any invalid metaphors were systematically removed, and the remaining data were subsequently transferred into a digital format for analysis. This expert evaluation enabled the calculation of the research's reliability by assessing consensus and disagreement rates, following the methodology proposed by Miles and Huberman (1994). Specifically, reliability was quantified using the formula: [Consensus/(Consensus + Disagreement)] × 100. The findings indicate that social studies teacher candidates exhibit a pronounced preference for printed books, a tendency likely rooted in their extensive use of printed materials throughout their educational journeys.
Copyright (c) 2025 Ayşegül Geldi https://creativecommons.org/licenses/by-nc-nd/4.0
Examining the effects of volunteer piano training on children
This study investigates the impact of non-professional piano education on children's focus, motivation, anxiety, emotional state, academic performance, time management, social relationships, and communication skills. Using a phenomenological design, The study group of the research consists of students aged 6-15 who are receiving piano education at Erzincan Binali Yıldırım University Continuing Education Center and private institutions offering individual music lessons. The findings revealed significant improvements across various areas. Children showed enhanced focus, better coordination, and clarity of perception. Their motivation increased, with higher self-confidence, reduced stress, and eagerness to learn. Anxiety levels decreased, and emotional well-being improved, with children experiencing greater happiness, pride, and empathy. Academically, there were gains in subjects like mathematics, science, and the arts, while time management skills improved in planning and homework completion. Socially, children demonstrated better communication, leadership, and participation in events. The study concluded that piano education positively influences cognitive, emotional, social, and academic development, recommending the integration of music education into curricula, early music education, and workshops to foster motivation, time management, and social skills. Additionally, further research on cognitive and academic improvements and training for parents and teachers were suggested.
In-service mathematics teachers’ considerations of technological developments and the use of artificial intelligence in mathematics teaching
This study aims to examine mathematics teachers' views on technological developments in their fields and their thoughts on the use of artificial intelligence in mathematics learning and teaching. In recent times, when technological developments have accelerated, studies have been carried out on the integration of these developments in education. In terms of mathematics education, there is a need for studies on the use of technology in the classroom environment. Twenty mathematics teachers working at different levels in different regions of Turkey took part in the study. A case study, one of the qualitative research methods, was preferred. Among the findings of the study, it was seen that almost all of the mathematics teachers who participated in the research had positive views on using technological tools in education and training. In addition, it was determined that mathematics teachers put forward different opinions regarding the advantages and disadvantages of artificial intelligence in education in general and in mathematics education in particular. Among the benefits, saving time was mentioned the most, while getting students used to laziness and reducing their thinking processes were cited as the most striking disadvantages. As a result, it is important to take advantage of the fact that mathematics teachers have positive thoughts about integrating technological tools into education and training and conduct more research in this direction.
An online social education platform evaluation: The example of EBA case 1: Course content
Online social education platforms are widely used around the world. However, there is limited research on the content and the standards created in these systems. This makes the question of the conformity of such platforms with the standards of practitioners, policy makers and educators intriguing. This study aims to investigate the compatibility of the science content of the EBA with the learning goals of the Turkish science curriculum as an example of this situation. In this context, the document analysis method, one of the qualitative research methods, was preferred, and a checklist developed by the researchers was used as the data collection tool. In the analysis of the data, descriptive analysis of the related content was carried out with Dedoose 9 Program. We determined that the content does not show a balanced distribution according to grade levels, video, inclusion content, and support lecturing are more common in EBA than interactive content such as games, experiments, and visuals, and the number of repetitive content is too much. Consequently, EBA is quantitatively suitable for the learning goals in the curriculum, but it does not match the nature of the science course qualitatively. In this direction, suggestions were made to practitioners, policy makers and educators for the development of EBA to make science content more effective and meaningful.
, online online social education platform
A study of the motivational systems used by teachers in 8th-grade reading classrooms and students’ attitudes toward reading
One of the main challenges faced by primary school students in learning to read is a lack of motivation and negative attitudes toward reading activities, both in school and at home. This stems not only from students’ low interest and motivation but also from teachers’ inability to employ effective motivational techniques. The primary purpose of this study was to investigate the motivational system teachers use in reading classes and students’ attitudes towards reading. This study involved 118 students (50 males and 68 females) and three English language teachers. A descriptive study design was utilised, employing student questionnaires, interviews with teachers, and classroom observations as primary data collection methods. The findings revealed a discrepancy between students' self-reported positive attitudes toward reading English texts and teachers' observations. While students expressed enthusiasm for reading, teachers noted a decline in reading interest, attributing it to a lack of Resources and insufficient parental support. Although students generally exhibited positive cognitive attitudes, teachers reported a lack of interest in reading, both in and out of the classroom. Students demonstrated a positive trend in reading behaviour at home and discussing texts; however, teachers highlighted a shortfall in reading motivation. The study identified a gap in the application of motivational strategies, with teachers failing to implement strategies that could enhance students’ interest and motivation in reading.
Motivational system, reading attitude, students’ engagement, primary school
Copyright (c) 2025 Atirse Awago https://creativecommons.org/licenses/by-nc-nd/4.0