Emine Akkaş Baysal

This study examines how sustainability is institutionally integrated into higher education in Türkiye through a whole-institution perspective. Using qualitative document analysis, publicly available institutional documents and official online sources from all public and foundation universities operating in Türkiye during the 2025–2026 academic year (N = 208) were systematically examined. The analysis focused on curriculum and teaching, research activities, campus-based practices, and external collaboration and engagement. The findings indicate variation in the scope and cross-domain coordination of documented sustainability-related practices, with institutions displaying different patterns of integration across the four analytical domains. The quantitative SDG mapping further showed that documented sustainability activities were most frequently aligned with SDG 12 (Responsible Consumption and Production; 73 institutions, 35.1%), SDG 7 (Affordable and Clean Energy; 69 institutions, 33.2%), and SDG 11 (Sustainable Cities and Communities; 58 institutions, 27.9%), whereas several socially oriented SDGs showed substantially more limited documented visibility. The analysis further identifies four recurring heuristic configurations of documented sustainability integration: the Campus-Practice-Emphasis Configuration, Cross-Domain Coordination Configuration, Curriculum-Emphasis Configuration, and Discursive-Emphasis Configuration. Rather than representing a validated or universally generalizable taxonomy, this typology provides an analytical lens for interpreting patterns of sustainability integration within the Turkish higher-education context. Overall, the findings highlight the importance of cross-domain coordination and institutional coherence and offer context-sensitive implications for university leaders and policymakers seeking to strengthen sustainability integration in higher education.

Background: Digital gaming is an integral part of children’s everyday lives and may relate to both cognitive development and psychosocial well-being. Although computational thinking is considered a key skill for navigating digital environments, limited research has examined how digital game addiction relates to computational thinking and well-being, particularly among children with chronic health conditions such as structural heart disease. Objectives: This study aimed to examine the associations among digital game addiction, computational thinking skills, and well-being among middle school children with structural heart disease and their typically developing peers. Methods: An exploratory correlational design was employed. The sample consisted of 30 children with structural heart disease and 25 typically developing peers aged 10–14 years. Data were collected using the Computational Thinking Skills Scale, the Digital Game Addiction Scale for Children, and the EPOCH Well-Being Scale. Relationships among variables were examined using correlation analyses. Results and Conclusions: Among children with structural heart disease, higher levels of digital game addiction were associated with lower creativity, collaboration, and overall computational thinking skills. Computational thinking skills were positively associated with selected dimensions of well-being, particularly connectedness and perseverance. In typically developing children, digital game addiction was negatively associated with several computational thinking dimensions, whereas perseverance and certain aspects of well-being were positively associated with computational thinking skills. Overall, digital game addiction showed limited associations with well-being in both groups. These findings suggest that the relationships among digital game addiction, computational thinking, and well-being may be complex and context-dependent. Given the exploratory correlational design and relatively small sample size, the results should be considered preliminary.

Bu araştırmanın amacı, 6. sınıf matematik ders kitabının içeriğini Çoklu Zekâ Kuramı (ÇZK) çerçevesinde inceleyerek zekâ alanlarının temsiline ilişkin mevcut durumu ortaya koymaktır. Araştırma, nitel araştırma yöntemlerinden doküman incelemesi yöntemi ile yürütülmüştür. Örneklemi (İnceleme nesnesi), Millî Eğitim Bakanlığı tarafından hazırlanarak 2025-2026 eğitim öğretim yılında kullanılmak üzere kabul edilen 6. sınıf matematik ders kitabı oluşturmaktadır. Veriler, Gardner’ın (1983, 1999) sekiz zekâ alanına ilişkin tanımları esas alınarak oluşturulan Çoklu Zekâ Kuramı Kitap İnceleme Formu aracılığıyla toplanmış ve betimsel analiz yöntemiyle analiz edilmiştir. Bulgular, incelenen ders kitabının en fazla mantıksal-matematiksel zekâ (%45,06) ve görsel-uzamsal zekâ (%35,9) alanlarına hitap ettiğini göstermiştir. Buna karşın incelenen kitapta, sosyal-kişilerarası (%10,1), sözel-dilsel (%5,59), içsel (%1,21), doğa (%1,16) ve bedensel-kinestetik (%0,96) zekâ alanlarının oldukça sınırlı düzeyde temsil edildiği, müziksel-ritmik (%0,10) zekâya ise en az yer verildiği görülmüştür. Sonuçlar, ders kitabının ÇZK’nın öngördüğü bilişsel çeşitliliği ve bütüncül öğrenme anlayışını tam olarak yansıtmadığını ortaya koymuştur. Türkiye Yüzyılı Maarif Modeli’nin hedeflediği bütüncül, değer temelli ve sürdürülebilir öğrenme anlayışı açısından değerlendirildiğinde, incelenen ders kitabının bu vizyonu sınırlı biçimde yansıttığı söylenebilir. Araştırma, ders kitaplarının içerik tasarımında farklı zekâ alanlarına yönelik etkinliklerin artırılması gerektiğini vurgulamaktadır.

This study investigates the impact of the Eco-School program on preschoolers’ environmental awareness, responsible behavior, and foundational skills. Recognizing the formative influence of early childhood education, a sequential mixed-methods design was employed, combining quantitative and qualitative approaches. The participants were 20 five-year-old children enrolled at Çay Melek Sultan Kindergarten in Afyonkarahisar, Turkey. Established scales were used to measure environmental attitudes, responsible behavior, and skill development, while qualitative insights were gathered through researcher diaries and semi-structured interviews. The intervention consisted of a 12-week program featuring interactive activities on waste recycling, water conservation, and connecting with nature. Quantitative analyses revealed significant improvements in children’s environmental awareness, responsible behaviors, and skills following the program, which were further enriched by qualitative findings on children’s lived experiences. The results demonstrate that early environmental education, particularly when guided by the Eco-School framework, fosters responsible decision-making and essential competencies, thereby laying a foundation for lifelong environmental stewardship. These findings offer valuable implications for educators, curriculum developers, and policymakers in strengthening early childhood environmental education practices.

Aile, toplumsal yapıdan bağımsız olmayan, bireylerin gelişiminde merkezi rol oynayan dinamik bir sistemdir. Toplumsal krizler ve bireysel zorluklar, aile üyelerinin başa çıkma becerilerine bağlı olarak farklı etkiler yaratmaktadır. Roller ve sorumlulukların ihmal edilmesi, iletişim örüntülerinde bozulmalara yol açarak uyumsuzlukları artırmakta ve boşanma sürecine zemin hazırlamaktadır. Bu çalışma, boşanmış annelerin evlilik öncesi, evlilik süreci ve boşanma sonrası deneyimlerini temel alarak aile içi iletişimin boşanma sürecine etkisini incelemeyi amaçlamaktadır. Araştırma, nitel yöntemlerden olgubilim deseni ile yürütülmüş, örneklem amaçlı örnekleme yöntemiyle belirlenmiştir. Katılımcıları, Türkiye’nin farklı illerinde yaşayan 36 boşanmış anne oluşturmaktadır. Veriler, araştırmacılar tarafından geliştirilen görüşme formu aracılığıyla toplanmış; içerik analizi ve betimsel analizle çözümlenmiştir. Bulgular, özellikle eş alt sisteminden ebeveyn alt sistemine geçişte iletişim tıkanmalarının arttığını, duygusal ihmalin boşanma sürecinde belirleyici rol oynadığını göstermektedir. Aileye yeni bir üyenin katılımı sistemin işleyişini değiştirmekte, kadınların ise çocuk sahibi olsalar dahi eşle bağlarını kopararak boşanma sürecine yöneldikleri belirlenmiştir. Sonuç olarak, boşanmanın yalnızca evlilik dönemine değil, evlilik öncesi beklentiler ve sosyal çevreye de bağlı çok boyutlu bir süreç olduğu görülmüştür.

Bu araştırmanın amacı 2022 yılında uygulamaya yeniden koyulan Öğretmenlik Kariyer Basamaklarında Yükselme Sınavına girerek “uzman öğretmen ya da başöğretmen” unvanını alacak öğretmenlerin yeni kariyer sistemi ve sınavına ilişkin görüşlerinin incelenmesidir. Nitel bir araştırma olarak desenlenen çalışmada olgubilim yöntemi kullanılmıştır. Çalışmaya çeşitli kademe ve branşlardan toplam elli dokuz öğretmen katılmıştır. Araştırma verileri araştırmacılar tarafından öğretmenlik kariyer basamaklarına ilişkin kuramları dikkate alarak hazırlanan ve çevrimiçi ortamda uygulanan görüşme formu ile elde edilmiştir. Elde edilen verilerin çözümlenmesinde betimsel analiz yöntemi kullanılmıştır. Araştırma bulguları öğretmenlerin kariyer basamakları ile farklı görüşlere sahip olduklarını göstermektedir. Öğretmenlerin bir kısmı öğretmenlik mesleğinde kariyer basamaklarının olması gerektiğini savunurken bir kısmı böyle bir sınıflama olmaması gerektiğini ifade etmektedirler. Bu durum kariyer basamakları ile ilgili uygulamanın tam anlaşılmadığını göstermektedir. Ayrıca kariyer basamaklarının uygulanma şekli ile ilgili de öğretmenlerin görüş farklılıklarına sahip olduğu görülmektedir. Buradan hareketle kariyer basamakları ile yapılacak ileriki çalışmalarda her bir branş dikkate alınarak daha alana özgü çalışmalar gerçekleştirilebilir.

Various problems experienced by children of foreign families who immigrated to Turkey from different countries for various reasons have been frequently discussed in learning environments recently. Among these, primary problems such as individual differences, cultural differences and language problems at school come to the fore. PICTES (Supporting the Integration of Syrian Children into the Turkish Education System) project (2016-present) is jointly carried out by UNICEF and the Ministry of National Education to integrate Syrian students under temporary protection living in Turkey into the Turkish education system. This research aims to examine teachers' views on the problems arising from the cultural differences of students from different nationalities in an adaptation class opened within the scope of the PICTES project. The participants of this research, in which a holistic single case design was used among the qualitative research methods, were determined by the criterion sampling method, one of the purposeful sampling methods. Research data were collected from an adaptation class in Afyonkarahisar. The descriptive analysis method was used to analyse the research data. According to the findings, teachers state that language difference is the main cultural difference in the adaptation class and that students are reluctant to learn Turkish. In addition, the participants state that there is a tendency among students to engage in aggression, lying, violence, and grouping according to their nationality, that they have problems adapting to school, and that their families avoided cooperation. As a result of the research, teachers need professional development in teaching foreign students, eliminating cultural differences and establishing cooperation with foreign families. It is also determined that students tend to speak in their native language because they do not need to speak Turkish in the adaptation class.

The aim of this study is to examine the thinking styles of university students are and the effect of thinking styles on their problem-solving skills. The research used the correlational survey model because the relationship between the "thinking styles" and "problem solving skills" were examined. The sample of the research consisted of 566 undergraduate students. Personal information form, Thinking Styles Scale and Problem-Solving Inventory are used for data collection. Descriptive statistics such as mean and standard deviation, t-test, Anova and Pearson correlation, regression analysis have been utilized in data analysis. The level of students' thinking styles and problem-solving skills has been observed to be at a moderate level. There is a significant difference between students' thinking styles and problem-solving skills in terms of gender. The students' thinking styles and problem-solving skills do not show a significant difference in terms of class level. There is no significant difference in the relationship between students' thinking styles and problem-solving skills in terms of age variable. There exists a significant correlation between students' thinking styles and their problem-solving abilities. Students' thinking styles have a significant effect on their problem-solving skills. This study makes an important contribution to understand the thinking styles and problem-solving skills of university students and to examine the relationships in these fields. The results show that educators and guidance professionals should support students' problem-solving skills by taking into account their thinking styles.

In this study, it was aimed to measure the effect of infographic usage on the students' Interrogative learning skills and achievements in the teaching of the Science "Lighting and Sound Technologies" unit of elementary school 4th grade students. This study was conducted as a quasi-experimental study according to the pretest-posttest model. While the infographics prepared by researchers were not used in the control group, they were used in the experimental group. The study group of the research included 40 students who were in the 4th grade. 20 of them were in the experimental group and the rest were in the control group. While infographics were used in addition to the activities carried out in the experimental group, only the activities required by the curriculum were applied in the control group. In this research, academic achievement test consisting of questions about "Lighting and Sound Technologies" prepared by the researchers as data collection tool was applied. The average difficulty for 20 items of the achievement test is 0.52. The reliability value for the whole questionnaire was determined as .85. Research findings indicate that both the academic success and inquiry learning skills of the students in the experimental group, where infographics were used in the Science course, changed in favor of the students.

This study aimed to determine the relationship between primary school students' critical thinking and entrepreneurial tendencies. The relational screening model was used. Three hundred seventy-three primary school students participated in the research. The data were collected with the "Critical Thinking Tendency Scale for Primary School Students" and the "Entrepreneurial Tendency Inventory for Children". In the analysis of the data, descriptive statistics, t-tests, correlation, and regression analyses were applied. According to the findings, primary school students' critical thinking and entrepreneurial tendencies were high. While critical thinking tendencies did not differ significantly by gender, entrepreneurial tendencies showed significant differences. Critical thinking and entrepreneurial tendencies did not differ significantly by grade level. A high positive correlation was found between the critical thinking tendencies of primary school students and their entrepreneurial tendencies. It was determined that students' critical thinking tendencies significantly predicted their entrepreneurial tendencies. As a result, it can be said that students' critical thinking tendencies affect their entrepreneurial tendencies at a high level and positively.