The current research aims to explore the psychology students’ motivation and attitudes toward using developed English for Specific Purposes (ESP) materials in English as a Foreign Language (EFL) context. A mixed method study was conducted with 60 pupils from the Psychology Department taking ‘General English’ course. Treatment lasted for 12 weeks. As the data collection tools, the “Motivation Questionnaire for Learning English” and Interview Questions were used. Data tools were administered both at the beginning and end of the study. Quantitative data were analysed through the SPSS program. Wilcoxon Signed Rank Test was used to measure the significance of instruction. Qualitative data, obtained from the semi-structured interview, were analysed through thematic content analysis. As the findings of the research indicate after the use of the ESP material, the motivation of the students towards learning English increased and participants developed positive attitudes toward the developed material as well as learning English.

The importance of 21st century skills have been increasing. These skills are effective in adaptation of an individual to society. Self efficacy of an individual could influence gaining of these skills. Perceived social self efficacy of teachers effects teaching attitudes and behaviors. It also has an affect on students’ learning motivations. The aim of this study is to investigate the relationship between 21st century skills of and perceived empathetic and social self efficacy of preservice teachers. The research is conducted in correlational survey model. 179 preservice preschool teachers were participated in the research. The data obtained from Personal Information Form, 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy scales by means of Google Form. Independent t-test, one-way ANOVA analysis and Pearson correlation were used to analyze. While there was a statistically significant difference according to being only or first child in perceived social self efficacy dimension, there was not statistically significant difference according to age, class, GPA and education level of parents. There was not statistically significant difference in innovativeness skills according to age, class, being first or only child, GPA and education level of parents. Except innovativeness and perceived social self-efficacy skills sub-dimensions, there is positive correlation between all dimensions.

Social and emotional development is the child’s ability to express himself, establish relationships, recognize himself, adapt to his social environment, and restrain his emotions. Because of this situation, developing children’s social and emotional learning skills is important in increasing their academic success, improving their friendship-making skills in the social environment, developing positive peer relationships, and improving the relationships established in the family environment. This research also aims to examine the social-emotional learning abilities of secondary school students, their friendship making skills with age, gender, classroom, daily phone and computer usage time, and their ability to use digital technologies variables. A sampling of this research’s universe (n = 415) and sample (n = 380) were students studying in seventh and eighth grades at secondary schools in the Kartal district of Istanbul. In this research using the correlational survey model, the data was analyzed in three stages. İt has been determined with a descriptive relational/related model found that social and emotional learning levels increased and that male students had higher social-emotional and relationship-making skills than female students; less daily phone use was higher than students with high social-emotional and friendship-making skills. Finally, secondary school students are becoming more and more able to relate as the level of social-emotional learning increases. Research improving the status of students at a disadvantage in social and emotional learning in this regard will offer positive contributions to developing their relationship skills.

This study focusses on ensuring quality education among other SDGs. The choice of competency area of participants in a local science festival that adopted European key competencies for lifelong learning as a theme and the effect of demographic and contextual variables on these choices were investigated. The survey method was used to make inferences about the participants' attitudes towards competency areas through their choices. Data were collected through the Participant Information Form. Descriptive statistics and chi-square independence tests were conducted in the SPSS-22 programme to analyse the data. The findings revealed that the students selected the area of competency in mathematics, science and technology the most and the area of digital competency the least. Furthermore, the choices of the competency area of the students differed according to their gender, education level, and socioeconomic level of the district in which they resided. It can be concluded that there are political, social, and economic reasons for the choices of the competency area of the students. In this context, it is recommended that educational policies include practices that promote all competence areas, the government incentives for competence development should be expanded and maintained, the technical infrastructure of socioeconomically disadvantaged schools should be strengthened, and appropriate learning environments should be created, both to ensure students' key competence development and to eliminate gender differences.

The climate crisis is an ethical issue besides being an environmental problem. Therefore, examining pre-service teachers’ ethical reasoning about climate change is crucial since they will educate future global citizens. To achieve this aim, this study probed into pre-service teachers’ reasoning on climate ethics and climate justice by asking them to answer the questions in two different reflections. The participants of the current study were 31 pre-service teachers (10 males, 21 females) who study in the English Language Teaching Program at the Faculty of Education at a private university in Turkey. In the 1st reflection, they identified and justified ethical issues regarding climate change and discuss how they could teach them in their class. The 2nd reflection asked them to discuss climate justice and design an instruction to teach climate justice by using a story and a game. The results suggest identifying and naming the ethical issue as climate justice and asking pre-service teachers to design teaching on stories and games in a structured way to facilitate ethical reasoning.

This study derives its motivation from the 21st-century skills, often referred to as the "skills of the era," which encompass goals inspired by contrasting philosophies. Educators are expected to nurture environmentally conscious, health-literate, and culturally sensitive individuals while fostering competitive, outcome-oriented, financially literate individuals. There's a quest to harmonize these attributes, driving specific investments. The need for an educational landscape overview becomes evident. Within educational sciences, interpreting 21st-century skills, selecting focused skills, and understanding data collection sources prompt multidimensional discussions. Thus, the study's core objective is to map fundamental characteristics of literature emphasizing 21st-century skills.Analyzing 157 recent phd theses in Turkey's educational sciences field, the study examines academic disciplines, emphasized skills, methodologies, data collection tools, participants, and outcomes. Literature review shows variations in emphasis on 21st-century skills, with some receiving attention while others are marginalized. Study participants mainly comprise students and educators. The conclusion highlights recommended tools like mobile apps, animation software, websites, instructional techniques, and devices, as advised by authors.

This study aims to investigate how the algebraic thinking skills of seventh-grade students develop with the task-assisted teaching approach. The study was conducted in a seventh-grade class at a public school in Istanbul. The tasks were designed to support the basic components of students’ algebraic thinking processes - pattern recognition, writing algebraic expressions, constructing and solving equations. During the implementation, the students in the class were divided into groups of three and four, and a teacher candidate in each group was responsible for implementing the tasks. Teacher candidates were informed about the instructions provided by the researcher, the implementation principles, and possible student errors before each task. The entire implementation process was recorded with the consent of the students. This paper focused on the pattern recognition component of algebraic thinking. Video analysis and students' responses showed that their algebraic thinking processes improved in the pattern recognition component, and furthermore, the pattern recognition component evaluation through qualitative analysis showed that there was an improvement in the students' algebraic thinking skills compared to their previous performance. The results indicate that task-assisted instruction could be an effective method for improving students' algebraic thinking skills and supporting their algebra learning.

Research highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.

Covid-19 salgını ile birlikte birçok ülkede eğitim-öğretim uzaktan eğitim yöntemi ile devam etmiş olup, bu süreçte daha önce derslerinde teknolojiye yer verme ihtiyacı duymayan öğretmenler dahi, alternatif çözüm arayışına girmiştir. Bu çalışmanın amacı, fen bilimleri grubu öğretmenlerin uzaktan eğitim öncesinde, sürecinde ve sonrasında yapay zekâ kullanma durumlarının nitel araştırma desenlerinden durum çalışması yöntemine göre derinlemesine incelenmesidir. Veriler 24 erkek, 20 kadın olmak üzere 44 öğretmenden kolay ulaşılabilir durum örneklemesi yöntemine göre toplanmıştır. Araştırma kapsamında verilerin toplanmasında yazarlar tarafından geliştirilen “yazılı görüş formu” ile Google forms veri toplama aracı kullanılarak toplanan veriler içerik analizi yöntemi ile analiz edilmiştir. Öğretmenlerden %25’i yapay zekâ hakkında bilgisi olmadığını bildirmiştir. Uzaktan eğitim döneminin yapay zekâ kullanımına etkisinin incelendiği bölümde, dönem içinde ihtiyaç nedeni ile yapay zekâ uygulamalarına yer verilen sürenin fazla olduğu görülürken dönem sonrasında yapay zekâ uygulamalarına yer veren öğretmen sayısının daha fazla olduğu sonucu elde edilmiştir. Öğretmenlerin yapay zekâ tanımı ve uygulamaların yapay zekâ desteğini ayırt etme konusunda kavram yanılgılarının olduğu sonucu elde edilmiştir. Dönem sonrasında uygulamaların kullanımlarındaki artışın nedeni olarak ortaya çıkan ihtiyaçla birlikte eğitimde kullanılabilecek yapay zekâ uygulamalarındaki artış ve öğretmenlerin süreçte edindikleri tecrübenin etkili olduğu görülmüş olup, öğretmenlere yönelik düzenlenecek eğitimlerle kullanımın ve doğru kullanımın arttırılabileceği düşünülmektedir.

Non-standard, personalized arrangements between employees and their managers that are not granted to other subordinates are referred to in the literature as "idiosyncratic deals" (i-deals for short). Although the factors that influence the realization of these agreements have been researched in various sectors, it is apparent that these factors have not yet been uncovered in the school setting. Because of this deficiency in the literature, the purpose of this multiple case study was to identify the factors that facilitate making i-deals between principals and teachers based on the perceptions of sixteen principals working in public and private schools. Semi-structured interview questions were developed, and findings were reported based on the researcher-developed framework of six dimensions of (1) professional development i-deals, (2) task flexibility i-deals, (3) schedule flexibility i-deals, (4) location flexibility i-deals, (5) reduced workload i-deals, and (6) pay-related i-deals. Implications for research and application were also discussed based on the results.