Hasan Arslan

The article addresses the problem of improving the training of applied bachelors enrolled in the educational program “Pedagogy and Methods of Primary Education” in the college setting. The relevance of the study is determined by the need to strengthen the practice-oriented character of teacher education, develop students’ professional readiness, and identify training models that provide a closer connection between theoretical instruction and future professional activity. The aim of the study was to design and test a model for training applied bachelors in primary education in the college setting. The study was organized as a quasi-experimental investigation and conducted at the Pedagogical College of Astana International University during the first semester of the 2025–2026 academic year. The participants were 122 third-year students enrolled in the educational program “Pedagogy and Methods of Primary Education”. The experimental group included 65 students, while the control group consisted of 57 students. The main methods used in the study were analysis of scholarly literature, pedagogical modeling, questionnaire survey, testing, descriptive statistics, the Mann-Whitney U test, the Wilcoxon test, and Pearson’s chi-square test. The formative stage was based on the author’s training model implemented within the elective component of the program through the use of microteaching. The effectiveness of the model was assessed through motivational, cognitive, practical, and reflective components of professional readiness. The results showed a more pronounced positive dynamic in the experimental group compared to the control group. The most noticeable changes were identified in the cognitive and practical components, as well as in the distribution of students across levels of professional readiness. The study concludes that the proposed model is productive and can be used to improve the preparation of future primary school teachers in the college setting. Мақалада колледж жағдайында «Бастауыш оқыту педагогикасы мен әдістемесі» білім беру бағдарламасы бойынша қолданбалы бакалаврларды даярлауды жетілдіру мәселесі қарастырылады. Зерттеудің өзектілігі педагогикалық білім берудің практикалық-бағдарлы сипатын күшейту, студенттердің кәсіби дайындығын дамыту және теориялық оқытуды болашақ кәсіби қызметпен неғұрлым тығыз байланыстыратын даярлау модельдерін іздестіру қажеттілігімен айқындалады. Зерттеудің мақсаты колледж жағдайында бастауыш білім беру бойынша қолданбалы бакалаврларды даярлау моделін әзірлеу және оның тиімділігін тексеру болды. Зерттеу квазиэксперименттік түрде ұйымдастырылып, 2025–2026 оқу жылының бірінші семестрінде Астана халықаралық университетінің Педагогикалық колледжі базасында жүргізілді. Зерттеуге «Бастауыш оқыту педагогикасы мен әдістемесі» білім беру бағдарламасы бойынша оқитын 3-курс студенттері, барлығы 122 студент қатысты. Эксперименттік топты 65 студент, бақылау тобын 57 студент құрады. Негізгі әдістер ретінде ғылыми әдебиеттерді талдау, педагогикалық модельдеу, сауалнама жүргізу, тестілеу, сипаттамалық статистика әдістері, Манн-Уитни критерийі, Уилкоксон критерийі және Пирсонның χ² критерийі қолданылды. Қалыптастырушы кезеңнің мазмұны микросабақ өткізу әдісін қолдана отырып, бағдарламаның элективті компоненті аясында жүзеге асырылған авторлық даярлау моделіне негізделді. Тиімділікті бағалау кәсіби дайындықтың мотивациялық, когнитивтік, практикалық және рефлексивтік компоненттері бойынша жүргізілді. Зерттеу нәтижелері эксперименттік топта бақылау тобымен салыстырғанда айқынырақ оң динамика тіркелгенін көрсетті. Ең елеулі өзгерістер когнитивтік және практикалық компоненттер бойынша, сондай-ақ студенттердің кәсіби дайындық деңгейлері бойынша бөлінуінде анықталды. Ұсынылған модельдің нәтижелілігі және оны колледж жағдайында болашақ бастауыш сынып мұғалімдерін даярлауды жетілдіру үшін пайдалану мүмкіндігі туралы қорытынды жасалды. В статье рассматривается проблема совершенствования подготовки прикладных бакалавров по образовательной программе «Педагогика и методика начального обучения» в условиях колледжа. Актуальность...

This article explores the integration of Augmented Reality (AR) in sustainability education within primary school contexts. Drawing on constructivist, experiential, and multimodal learning theories, the study frames AR as a transformative pedagogical mediator. By examining its alignment with the European Green Deal and the GreenComp sustainability competence framework, the article presents a three-phase instructional model for AR-based environmental learning. It also addresses ethical, cognitive and technological issues, providing a clear view and future directions for those wanting to promote meaningful, equitable and competence-based use of AR with pupils and students. The methodology of qualitative document analysis, conceptual modelling and integrative literature review are integrated into a pedagogical model that is theoretically informed. The results indicate that when designed-in a thoughtful manner, AR has the potential to significantly increase student engagement, support inclusive learning, and promote early-stage sustainability competence development. Though the design is based on theory and practice, its hypothetical character does not allow empirical generalisation. Additional studies are needed to confirm its long-term effects and generaliseability in various educational outcomes.

This book chapter, aimed at Building Bridges: Integrating Diversity and Equality into Educational Technology, delves into the transformative potential of technology in education within the contemporary globalized milieu. It highlights the crucial role of technology in facilitating the efficient storage, processing, and application of information, serving as a pivotal yardstick for assessing a nation's developmental status. Also, the book chapter discusses technology, expanding beyond its physical aspects to encompass intellectual, psychological, legal, design, and pedagogical dimensions. Furthermore, it emphasizes the interrelationship between technologies, human cognition, and societal structures, underscoring the need for educators to harness technology effectively to promote equity and inclusion in diverse educational settings. Overall, the chapter lays the groundwork for an in-depth examination of integrating diversity and equality into educational technology, underscoring their significance in guaranteeing equitable learning opportunities for all students.

This study explores the perceptions of Generation X and Generation Y educators regarding digital pedagogy and its impact on teaching practices. Digital pedagogy, defined as the integration of technology into educational practices, is examined through the lens of two distinct generations, each with differing approaches to technology in education. Generation X approaches digital pedagogy cautiously, emphasizing the need to strike a balance between digital tools and face-to-face interactions. They view technology as a tool to enhance traditional teaching methods, with a strong focus on pedagogical alignment, security, and accessibility. In contrast, Generation Y embraces a more flexible, student-centred approach, seeing digital tools as integral to creating personalized and innovative learning environments. This generation is more comfortable with the rapid integration of technology and advocates for using digital tools to enhance engagement, adaptability, and individualized learning experiences. Both generations recognize the role of digital pedagogy in fostering 21st-century skills. However, both acknowledge the limitations of digital tools in promoting holistic personal development, emphasizing the importance of socio-emotional interactions and face-to-face learning experiences. Furthermore, the study examines the evolving roles of educators in the digital age, with Generation X envisioning teachers as guides and emotional connectors, and Generation Y viewing them as content designers and mentors. The findings highlight significant generational differences in integrating digital technologies into education, providing insight into the future of digital pedagogy and its implications for teaching practices.

This paper examines the transformative role of Artificial Intelligence (AI) in school leadership and management. It examines how AI can enhance decision-making, personalize learning experiences, improve digital pedagogy, and increase administrative efficiency. Additionally, the study discusses the challenges and ethical concerns associated with AI integration in educational leadership, such as bias and transparency. To address these issues, the review proposes strategies for implementing AI tools that align with educational goals while promoting equity and accountability. Furthermore, it reviews relevant literature on digital pedagogy, which extends traditional teaching methods into the digital space. A clear understanding of technological possibilities and their practical applications is essential for effectively integrating AI into education.

Background and Objectives: “Successful aging” concerns the process of growing older while maintaining physical, cognitive, and social well-being, emphasizing independence for overall satisfaction and quality of life. We investigate the impact of eHealth literacy on reducing loneliness and sustaining well-being during the pandemic, comparing middle- and high-income countries. Research Design and Methods: Online surveys were conducted between April 4, 2020, and September 30, 2021, collecting responses (N = 2,091) from medium- and high-income countries in Europe, Asia, and North America. T-tests and ANOVAs were used to test how sociodemographic predictors were associated with differences in e-Health literacy, loneliness, and well-being. Results: Respondents from high-income countries reported significantly higher well-being scores than those from middle-income countries and respondents from high-income countries had significantly higher e-HEALS (e-Health literacy) scores compared to middle-income countries. No significant difference was observed in loneliness scores between high-income and middle-income country respondents. Well-being is associated with age, with younger adults (18–29 years) and those aged 40+ reporting higher levels. Higher education and income are linked to greater well-being. Gender differences are observed, with females and those with a partner reporting higher well-being. In middle-income countries, higher education levels are more linked to loneliness, while in higher-income countries, loneliness is observed across education levels. Discussion and Implications: Future interventions by governments and policymakers should consider intersectionality in e-Health planning and offer digital literacy and digital skills training to those with lower education levels.

This research investigates how artificial intelligence (AI) influences higher education, specifically exploring the perspectives of academicians regarding associated risks and opportunities. The study is aimed at the implementation of AI within university settings and its impact on both educators and students. Given the swift integration of AI, notably the widespread adoption of generative AI in higher education, the article emphasises AI's ability to collect detailed data, providing a deeper understanding of academicians' learning experiences. This, in turn, enables personalised support, allowing academicians to respond more effectively to students' needs and improve the overall educational process. Moreover, the research highlights AI's potential to proactively identify students at risk of failure, offering academicians a comprehensive view for more effective assessment. On the other hand, these advantages and the growing dependence on technology pose challenges, including reduced interaction between academicians and students, shifts in workforce dynamics, concerns about student privacy and disparities in technology access. Acknowledging these issues, the study underscores the importance of preparing academicians and students for the evolving landscape of higher education shaped by AI. It stresses the need for proactive measures to navigate these changes effectively, as they are inevitable. The findings of this study are significant for the field of higher education, as they provide a clear and critical assessment of AI's transformative potential and advocate for proactive measures to navigate the changes effectively.

Bu çalışma ile Millî Eğitim Bakanlığı taşra teşkilatında görev yapan il- ilçe yöneticilerinden şube müdürlerine uygulanan zorunlu rotasyonun yöneticiler ile eğitim-öğretime etkileri ortaya konularak, sorunlara ilişkin getirilen çözüm önerileri üzerinde durulmuştur. Bu amaç doğrultusunda, şube müdürlerinin rotasyon algılarının örgüt kültürü içerisinde etkilerinin; mevzuat hükümleri başta olmak üzere görev süresi, cinsiyet, coğrafi şartlar gibi demografik özellikler dikkate alınarak anlamlı farklılaşıp farklılaşmadığı araştırılmıştır. Şube müdürlerinin eğitim yönetici olarak rotasyona ilişkin algılarını incelemek amacıyla dört bölümden ve toplam 40 sorudan oluşan soru temelli değerlendirme çalışması hazırlanmış ve ülke genelinde il ve ilçe millî eğitim müdürlüklerinde görev yapan 303 şube müdürlerine uygulanmıştır. Çalışmada verilerin analizi SPSS 24.0 ile yapılmış, tüm soruların frekansları hesaplanmıştır. Bununla birlikte likert tipindeki sorular için ortalama puan da hesaplanmıştır. Çalışmada likert sorularına katılım düzeyinin demografik değişkenlere göre karşılaştırılması için, ANOVA ve Kruskal Wallis testi, t testi ve Mann-Whitney U testleri ile sorular arasındaki ilişkileri belirlemek için Pearson momentler çarpımı korelasyon testi de kullanılmıştır. Anket sorularının alt boyutlarının güvenirlikleri Cronbach Alfa değerleri kullanılarak analiz edilmiştir. Araştırma sonucuna göre taşrada görev yapan şube müdürlerinin çoğu zorunlu yer değişikliği uygulamasını mevzuat açısından olumsuz değerlendirmiştir. Bunun en büyük nedeni ise zorunlu yer değişikliğinin yönetmelikte var olmasına rağmen sadece taşrada görev yapan şube müdürlerine uygulanmasıdır. Ayrıca şube müdürlerince uygulamada kullanılan hizmet bölgeleri ve hizmet sürelerinde adaletli bir dağılımın olmadığı, mazeret beyan ederek uygulama dışında kalan veya öncelik hakkı elde eden yöneticilerin diğer yöneticiler tarafından olumlu karşılanmadığı, tercihler alınırken belirli kriterler doğrultusunda hizmet bölgelerine yapılan atamaların uygun görülmediği sonucuna da ulaşılmıştır. Zorunlu yer değişikliğinin etkilerine bireysel olarak bakıldığında ise şube müdürleri, yer değiştirmenin her ne kadar kişisel ve kültürel yönden kendilerini geliştirmesine ve mesleki anlamda performanslarını artırmasına katkı sağladığını “kısmen düşünseler” de çoğunluğu ekonomik yük oluşturduğunu, aile ve sosyal hayatlarını olumsuz etkilediğini belirtmişlerdir. Zorunlu yer değişikliğinin etkilerine kurumsal açıdan bakıldığında ise şube müdürleri rotasyonun kısmen kurumum işleyişine olumlu katkı sağladığı ve dinamizmi artırdığına katılsalar da kamu çalışanı olmanın verdiği sorumlulukla her yerde aynı hassasiyetle çalışılması gerektiğini düşündüklerinden “çoğunlukla” kuruma katkısının olmayacağını ifade etmişlerdir. Bu çalışmada “bölge hizmetine bağlı yer değiştirme uygulaması” yerine “zorunlu yer değiştirme” veya “rotasyon” kavramları da kullanılmıştır.

This study investigates the impact of a video library containing learning scenarios for mathematics classes on the perceptions of prospective teachers and primary school teachers, with the primary objective of reducing math anxiety. Participants from five different countries provided 541 responses to a questionnaire, evaluating various aspects of the scenario and video content. The research analyzes the key factors influencing participants’ perceptions and explores diverse comparisons based on status, age, work experience years, and country of origin. The questionnaire covers a range of criteria, including the relevance of content, adherence to didactic principles, integration of new technologies, alignment with mathematics curriculum requirements, incorporation of robotics, and effectiveness in reducing math anxiety. The study further delves into the promotion of purposeful teaching/learning processes, differentiation of tasks, suitability for various literacy levels, and encouragement of active participation. The findings contribute valuable insights into the global applicability of scenario-based videos, especially in leveraging educational robotics to enhance mathematics education and alleviate math anxiety among students.

In the global economic landscape, a nation’s ability to secure a prominent position is intricately linked to its capacity for knowledge augmentation and technological innovation. This correlation underscores the pivotal role of universities and academicians, whose importance directly reflects a country’s level of development. The effectual execution of educational, research, and innovative pursuits within university settings necessitates the presence of qualified, productive, and dedicated academicians. As key contributors to academic, social, and humanitarian spheres, academicians bear responsibilities spanning research, teaching, societal enlightenment, and problem solving within higher education. The scholarly productivity of researchers is commonly gauged through metrics involving scientific publications and academic engagements. Notably, in many countries, advancements and appointments within academic institutions are contingent on the demonstrated productivity of academicians. Aligning with this global trend, Turkey accordingly structures its promotion and appointment procedures within academia. This study aims to ascertain faculty members’ perspectives regarding academic productivity after their associate professors’ and professors’ appointments in Turkey. Furthermore, we endeavor to identify the underlying factors contributing to this decline and increase academic productivity. Our findings emphasize the intricate interplay of various factors influencing academic productivity and sustainability. These include the significance of institutional support, economic stability, intrinsic motivation, and challenges such as bureaucratic processes and gender-related issues, which collectively shape the academic landscape and faculty members’ ability to produce impactful research over time. The research study group comprised 20 faculty members working at a public University in Turkey in the 2022–2023 academic year. This study was prepared using a qualitative research model. This study used the interview technique, one of the data collection techniques used in process-based evaluation applications. Furthermore, the obtained data were analyzed using the content analysis technique used in qualitative research methods.