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MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12750
Associations between preschool children’s perspective-taking skills and their perceived abilities and behavioral intentions toward peers with special educational needs
Ari-Arat, Ceren; Tutkun, Cansu
The aim of this study was to examine the associations between preschool children’s perceived capabilities, perspective-taking skills, and behavioral intentions toward peers with special educational needs. The sample consisted of 193 preschool children aged 4 to 6 years, selected through convenience sampling from early childhood education centres in Bayburt, Türkiye. A quantitative cross-sectional design was employed. Data were collected using the Child Information Form, the Perceived Capabilities Scale, the Behavioral Intentions Scale, and the Child Perspective-Taking Test. Data collection was conducted in one-on-one sessions over two meetings per child, with an average duration of 18 min. Small but statistically significant positive associations were observed between children’s perceived capabilities and their behavioral intentions across the three peer conditions (r =.283-0.289, p <.01). Small associations were also observed between selected perspective-taking components and behavioral intentions in the bivariate analyses; however, none of the perspective-taking components remained significantly associated with behavioral intentions after the other variables were taken into account. Across the three regression models, perceived capabilities were the only variable that remained significantly associated with behavioral intentions (β = 0.268-0.289, p <.001). The regression models explained a modest proportion of the variance in behavioral intentions (R² = 0.093-0.106; adjusted R² = 0.074-0.087). Exploratory group comparisons indicated selective differences in perspective-taking according to reported experience with peers with SEN; however, these findings should be interpreted cautiously because experience was measured dichotomously and the direct-experience groups were highly unequal. Girls reported slightly higher behavioral intentions toward peers with physical disabilities than boys (t = 2.318, p =.022), whereas no significant age-related differences were observed.
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MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12728
From spiritual resilience to moral maturity: the role of religious education
Dombak, Kübra; Yayla, İbrahim Erdoğan; çelik, Eyüp
This study examined the mediating role of life in meaning and the moderating effect of religion education on the relationship between spiritual resilience and moral maturity. Data were collected using the Moral Maturity Scale, The Spiritual Resilience Scale and Meaning in Life Scale. The participants consisted of 203 women and 133 men aged 19–63 living in Turkey. Spiritual resilience, moral maturity, life in meaning and religion education were tested in the study using Hayes Process Macro Model 8 moderated mediation. The results revealed that life in meaning mediates the relationship between spiritual resilience and moral maturity. Additionally, the mediating model was found to be stronger among individuals who had received religion education. Furthermore, receiving religion education was found to have a moderating effect on the relationship between spiritual resilience and the presence of the meaning sub-dimension. These findings were discussed in the context of relevant literature.
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MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12723
The effect of augmented reality-enriched stories on altruistic sharing behavior
Kotaman, Hüseyin; Balcı, Aslı; Tutkun, Cansu; Bayram, Zeynep
This study aims to determine the effect of reading augmented reality (AR)-enriched stories related to sharing on children’s altruistic sharing behavior. In recent years, AR applications have been increasingly utilized in early childhood education to enhance engagement and motivation; however, there is limited knowledge about their impact on children’s social and moral development. Addressing this gap, the present study focuses on how interactive, immersive storytelling environments can foster prosocial behaviors, particularly altruistic sharing, in preschool children. A total of 300 children aged 4–6 from 21 kindergarten classrooms participated in the study. The classrooms were randomly assigned to one of three groups: a group that received an AR-enriched sharing storybook, a group that received a non-AR digital sharing storybook, and a group that received a digital storybook unrelated to sharing (control group). The sharing behavior of the participating children was measured before and after the story sessions using a standardized sticker-sharing protocol. Each child was read the story individually, according to their assigned group. The difference between children’s post-story and pre-story sharing behaviors was calculated, and the sharing differences among the three groups were compared using ANOVA. As a result, it was found that the children who listened to the AR-enriched story about sharing showed a significantly greater increase in sharing behavior compared to the other two groups. These findings highlight the potential of AR-supported storybooks as effective pedagogical tools for enhancing altruistic and prosocial behaviors in early childhood education.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12714
Cross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye
Aksoy, Meltem; Aksoy, Dilara Arzugül; Polat, Elif; Hopcan, Sinan; Bush, Annika
As artificial intelligence (AI) rapidly transforms educational landscapes worldwide, developing AI literacy among pre-service teachers has become increasingly crucial for effective classroom integration and responsible implementation. This comparative study examines AI literacy levels among pre-service teachers in Türkiye (Turkey officially changed its name to Türkiye in a 2022 letter to the UN, with the change taking immediate effect. See here) and Germany, addressing a critical gap in cross-cultural educational research. Using the Scale for the Assessment of Non-Experts' AI Literacy (SNAIL), we analysed data from 605 participants through correlation, ANOVA and MANOVA methods. Our findings reveal significant effects of both country and gender on AI literacy development, with German participants demonstrating higher overall literacy scores than their Turkish counterparts, particularly in critical appraisal and practical application dimensions. Conversely, Turkish participants exhibited stronger technical understanding. Across both countries, male participants consistently achieved higher AI literacy scores than females, though this gender gap was most pronounced in technical understanding. The country variable emerged as the more influential factor across all subdimensions. These results highlight the interplay between educational systems, cultural contexts and gender on AI literacy acquisition, offering valuable insights for teacher education programs seeking to prepare educators for increasingly AI-integrated learning environments.
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MakaleAçık Erişim2026Scopus SJRQ3/r/bayburt/12703
Investigation of e-sports attitudes among prospective physical education and sports teachers
Vural, Engin; Toçoğlu, Sinem; Kiratli, Tuncay; Yildirim, Yavuz; Saritemur, Büşra
This study aimed to examine the e-sports attitudes of prospective physical education and sports teachers. A total of 304 participants, including 154 (50.7%) females and 150 (49.3%) males, with a mean age of X ̄ = 21.17±2.10, studying in the Department of Physical Education and Sports Teaching at three different state universities, were included in the study. A Personal Information Form developed by the researchers and the "E-Sports Attitude Scale" were used to assess e-sports attitudes. According to the study results, a statistically significant difference was found in mean e-sports attitude scores according to the gender variable (p<0.05). It was determined that there were no statistically significant differences in mean e-sports attitude scores according to class level (p>0.05). However, statistically significant differences were observed in mean e-sports attitude scores based on the duration of gameplay (p<0.05). In conclusion, it was found that males exhibited more positive attitudes toward e-sports, grade level did not significantly affect e-sports attitudes, and participants' attitudes toward e-sports became more positive as gameplay duration increased. Future studies may consider exploring other demographic factors influencing e-sports attitudes, which are expected to contribute further to the literature.
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MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12668
The Effect of Inquiry-based Science Learning Supported By Augmented Reality On Scientific Process Skills and Academic Achievement in Preschool
Arici, Faruk
Inquiry-based learning (IbL) is widely recognized as an effective pedagogical approach in early science education; however, young learners often struggle to engage with abstract concepts and sustain inquiry processes. Augmented reality (AR) has the potential to address these challenges by enhancing interaction, visualization, and engagement in learning environments. Although previous studies have demonstrated the positive effects of IbL and AR separately, empirical evidence examining the combined impact of AR-supported IbL on preschool students’ academic achievement and scientific process skills (SPS) remains limited, particularly in early childhood science education. This study aimed to investigate the effects of AR-supported IbL, IbL alone, and the current preschool science curriculum on children’s academic achievement and SPS. In addition, participants’ perspectives on learning experiences, skill development, and instructional activities were explored. A mixed-methods design was employed with three groups: AR-supported IbL, IbL-only, and a control group following the existing curriculum. Quantitative data were collected using achievement and SPS assessments, while qualitative data were collected through repeated teacher observations and in-depth interviews conducted throughout the intervention. Results indicated that AR-supported IbL led to significantly higher academic achievement and SPS than IbL alone or the current curriculum. While IbL was more effective than the curriculum-based approach, integrating AR further strengthened inquiry cycles and particularly enhanced measurement, communication, and prediction skills. Observational and interview data supported these findings by revealing increased curiosity, engagement, and active participation. The findings suggest that integrating AR within inquiry-based pedagogical frameworks can substantially improve the effectiveness of preschool science education. Implications are discussed for curriculum design, teacher professional development, and the development of developmentally appropriate AR-supported learning environments.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12665
Writing autonomy in digital environments: Comparison of middle school students' writing autonomy perceptions in print and digital environments
Maden, Aslı; Maden, Sedat; Önal, Aydın
Writing autonomy is a key goal in writing education, as it supports the development of independent, motivated, and confident writers. It plays a crucial role in increasing students' engagement, fostering positive attitudes toward writing, and alleviating writing-related anxiety. In this context, examining how different writing environments -print and digital- affect writing autonomy can provide valuable insights for improving writing instruction. This study, designed using a relational survey model, investigated the relationship between writing environments and writing autonomy among 301 middle school students from grades 5 through 8. Data were collected using the Writing Autonomy Scale (Tekşan & Süğümlü, 2018) and a researcher-developed Personal Information Form. The study was designed according to the relational survey model, a quantitative research method. The following statistical analyses were employed in the data analysis: arithmetic mean, t-test, one-way analysis of variance, and Pearson correlation analysis. The results showed no significant difference in students' levels of writing autonomy between print and digital environments. In both settings, students demonstrated a moderate level of autonomy that was comparable. Additionally, writing habits were not found to significantly influence autonomy in either environment. However, a positive correlation was identified between students' writing autonomy in print and digital contexts, suggesting consistency in their autonomous writing behaviors across formats. Based on these findings, the study recommends the effective integration of both print and digital tools in writing education to further support the development of students' writing autonomy.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12640
The role of the 2023 earthquakes in the competencies and critical thinking skills of teacher candidates in Türkiye
Görgülü, Deniz; Cömert, Melike; Demir, Mustafa; Şahin, Çiğdem
Background: The impact of natural disasters on the professional development of teacher candidates has, to date, primarily been investigated in relation to psychological well-being and trauma. Nevertheless, the association between these extreme events and teacher candidates’ personal and professional competencies, as well as their critical thinking skills, remains insufficiently addressed in the literature. In particular, for teacher candidates who directly experienced the 2023 earthquakes in Türkiye, there exists a distinct need for comprehensive research that integrates both quantitative and qualitative methodologies. Methods: This study employed a sequential explanatory mixed-methods design. In the quantitative phase, the Personal-Professional Competencies Perception Scale (PPCPS) and the Critical Thinking Standards Scale (CTSS) were administered to 304 teacher candidates at İnönü University who directly experienced the 2023 earthquakes. In the qualitative phase, semi-structured interviews were conducted with 37 purposively selected participants to contextualize and deepen the quantitative findings. Results: A positive, significant, and strong correlation was found between critical thinking skills and personal and professional competency (r =.657, p <.01). Qualitative findings revealed that in the post-earthquake period, teacher candidates developed positive perceptions of critical thinking, particularly under the themes of developing different perspectives, empathy, and increased awareness; however, the inefficiency of distance education, communication problems, and psychological difficulties negatively affected their perceptions of professional competence. Conclusion: Research findings indicate that the earthquakes had a bidirectional impact on teacher candidates' perceptions of competence and critical thinking. Among these İnönü University teacher candidates, traumatic experiences appeared to enhance cognitive and critical awareness consistent with Post-Traumatic Growth (PTG) theory, while simultaneously weakening teacher candidates’ perceptions of professional competence, owing to distance learning disruptions and psychological challenges. These findings highlight that post-disaster teacher education processes should focus not only on academic sustainability but also on structural arrangements that support critical thinking, psychological resilience, and professional competencies.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11567
Strategy instruction integrated with realistic mathematics education: A design-based research on teaching word problem solving to students with learning disabilities
Fılız, Tunahan; Öztel, Nur Çağlayan
This study used a design-based research method to explore how to design realistic mathematics education principles integrated into strategy instruction for teaching word problem solving to students with learning disabilities. The study was divided into two iterative research phases lasting 3 semesters in which the differentiation of word problem solving strategy steps for 12 third-grade students with learning disabilities was explored. During the two iterations, a combination of quantitative and qualitative data collection and analysis procedures were used to examine the impact of the designed strategies on the word problem solving achievement of students with learning disabilities and to explore students' feedback on the worksheets. After two designbased iteration phases, it was concluded that the redesigned STAR worksheets with realistic mathematics education significantly increased the word problem solving achievement of students with learning disabilities. This design, which increased students' motivation and enhanced classroom interaction, also improved students’ overall problem solving performance and discussion participation. Possible studies for the next phases of the design-based research study are also discussed.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11566
The effect of virtual school tour on preschool children’s school adjustment
Kotaman, Hüseyin; Balci, Asli; Kilic, Zeynep Nur Aydin; Tutkun, Cansu
Starting school for the first time can be a challenging transition for young children and their families. This study combined quantitative and qualitative approaches to examine the impact of a virtual school tour on the school adjustment process of kindergarten students who are about to start school for the first time. The study included 18 kindergarten teachers and a total of 359 children, with 176 in the treatment group and 183 in the control group. Children in the treatment group viewed a 6–10 min interactive 360° virtual tour of their school before the school year began, while those in the control group did not receive any preparatory intervention. Children’s school adjustment was assessed three weeks after school entry using the School Adjustment Teacher Evaluation Scale, which measures school avoidance, school liking, cooperative participation, and self-directiveness. Quantitative data were analyzed using the Mann–Whitney U test, and qualitative data were analyzed using thematic analysis. Results showed that children in the treatment group demonstrated significantly lower school avoidance (U = 13266, p =.002, r =.164), higher school liking (U = 11221, p <.001, r =.284), and greater cooperative participation (U = 8541.5, p <.001, r =.860) than those in the control group, with no significant difference for self-directiveness. Qualitative findings supported these results, indicating that the virtual tour increased children’s familiarity with the school, reduced separation anxiety, and facilitated smoother communication between parents and teachers. Teachers reported that participating children entered school “as if it were already familiar,” adapted more quickly, and interacted more readily with peers and teachers. This study contributes to early childhood education by offering a scalable, low-cost, technology-based strategy for easing school transitions. Findings suggest that virtual school tours can be a practical tool for improving children’s early school experiences and enhancing family-school partnerships.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11564
Multi-level Emergency Remote Teaching Framework for K–12 Distance Education: A Stakeholder-based Qualitative Study
Kayali, Bünyami; Karaman, Selçuk
This study develops a multi-level Emergency Remote Teaching (ERT) framework for K–12 distance education, grounded in the experiences of students, teachers, parents, and administrators during the COVID-19 pandemic. Prior ERT research has predominantly focused on single stakeholder groups or produced descriptive findings without synthesizing perspectives into a structured response model. Using a qualitative case study design, semi-structured interviews were conducted with 100 participants (25 per stakeholder group) selected through maximum variation sampling. Thematic content analysis was employed to identify convergent and divergent priorities across groups, which were subsequently mapped onto the five layers of the Holistic Analytical Layer Framework (HALF): policy, system, program, course, and activity, based on their functional relevance to each layer. Findings indicate that digital infrastructure functions as a foundational system-level prerequisite shared across all stakeholder groups, while pedagogical, psychosocial, and governance priorities diverge by role. Teachers emphasized assessment reliability and instructional continuity; students highlighted engagement and psychosocial support; parents stressed communication and guidance mechanisms; while administrators prioritized governance flexibility and decision-making autonomy. The resulting framework positions ERT not as an isolated emergency improvisation but as a coordinated, multi-layered response architecture that aligns stakeholder expectations across interconnected educational layers and supports the coordination of policy, infrastructure, programmatic planning, and instructional practices during crisis periods. The study contributes to the distance education literature by transforming multi-stakeholder perspectives into an integrated framework and extending the aspplication of HALF to emergency education contexts. For e-learning practice, the framework offers school administrators and policymakers a concrete diagnostic tool for auditing crisis-preparedness across governance, infrastructure, and instructional layers, while offering teacher educators a basis for designing professional development that addresses both technical and psychosocial readiness for remote instruction. Given its single-region, qualitative design, the framework should be understood as a context-sensitive foundation for future empirical validation rather than a universally transferable model.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11550
Secondary school students’ reading culture and ıts role in critical reading self-efficacy perceptions
Maden, Aslı; Maden, Sedat; Önal, Aydın
Background: This study examines the relationship between secondary school students' reading culture and their critical reading self-efficacy (CRSE), addressing a gap in the literature on affective factors associated with critical literacy. Understanding this relationship is crucial for promoting sustainable reading practices and fostering critical engagement among adolescents. Methods: A correlational survey design was employed with 214 secondary school students (ages 11–14) from public schools in Türkiye. Data were collected using the Critical Reading Self-Efficacy Scale (19 items, four subdimensions) and the Reading Culture Scale (30 items, multidimensional). Reliability coefficients were satisfactory (α =.80 and α =.89, respectively). After confirming normality assumptions, Pearson correlation and multiple regression analyses were conducted to examine the relationships between variables. Results: Students' mean CRSE scores were above average, while their reading culture levels were moderate. CRSE did not differ significantly by grade level or gender, whereas reading culture levels were higher among Grade 8 students compared to Grade 7. A strong positive correlation was found between CRSE and reading culture (r ≈.63, p <.001). Multiple regression analysis revealed that reading culture was significantly associated with CRSE, accounting for 39% of the variance. Among the subdimensions, personal development and reading relations and basic reading skills were significantly associated with CRSE, whereas visual reading and book selection were not (p >.05). Conclusions: The findings demonstrate a significant relationship between students' reading culture and their CRSE. These results suggest that students with higher levels of reading culture tend to report higher levels of critical reading self-efficacy. Educational programs may benefit from considering activities related to the difficulty and research dimensions of CRSE. Future studies are recommended to examine these relationships across diverse populations using longitudinal or experimental designs.
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Kitap BölümüAçık Erişim2026Scopus SJRQ4/r/bayburt/11548
Turkish Students’ Use of NotebookLM in an Online Digital Literacy Course
Kayali, Bünyami; Yavuz, Mehmet
This experimental study investigates the effects of using NotebookLM on students’ academic achievement and students’ assessment of NotebookLM in online digital literacy courses in higher education. It was conducted using an explanatory sequential mixed-methods design. A one-group pretest–posttest model was employed. During a five-week intervention, 33 Turkish students used NotebookLM for summarizing, concept mapping, and scenario-based problem-solving activities. Data was collected from a pretest, posttest, and interviews. Quantitative data was projected into SPSS 27 for analysis, and qualitative data was thematically analysed. Results reveal a significant difference between the pretest score (M = 66.90, SD = 10.26) and posttest score (M = 74.90, SD = 13.16) in terms of academic achievement, t(32) = −3.51, p = 0.001. The effect size was moderate (Cohen’s d = 0.68). Interview data shows that the students perceived NotebookLM as helpful for comprehension, time efficiency, motivation, and feedback, though constrained by language support and occasional technical problems. The findings suggest implications for using NotebookLM in online courses in higher education in Turkey.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11509
The Relational Online Learner: Self-Directed Learning, University Belonging, and Student Engagement in Online Higher Education from a Self-Determination Theory Perspective
Kayalı, Bünyami; Yavuz, Mehmet; Üstün, Ayşin Gaye; Uçar, Hasan; Erdoğdu, Erdem; Aydemir, Mesut; Bozkurt, Aras
We examined the relationships between self-directed learning skills, university belonging, and student engagement in open online and distance learning environments within the framework of Self-Determination Theory. The research was conducted using a correlational survey model. Data were collected from 696 university students enrolled at a large-scale open, online and distance learning institution in Türkiye. We used three instruments measuring self-directed learning skills, university belonging, and student engagement. The data were analyzed using partial least squares structural equation modeling. The findings indicate that university belonging significantly and positively predicts all dimensions of student engagement. While self-control skills, learning skills, and sustaining the desire to learn significantly explain university belonging, metacognitive awareness and ability to identify sources were found to have no significant effect. Furthermore, it was found that university belonging acts as a significant mechanism in the relationships between self-control skills, learning skills, and sustaining the desire to learn, and student engagement. In this open and distance learning context, student engagement was not explained by individual learning skills alone. University belonging may therefore be one mechanism that partly accounts for the association between self-directed learning and academic participation. The study contributes by testing self-directed learning at the level of its dimensions, by identifying university belonging as a mechanism that partly accounts for its association with engagement, and by situating this model in a large-scale open and distance learning setting.
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MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/11507
Reading intentions, not just behaviours: a NIKOM-informed pedagogical approach for religious education
Çinici, Murat
Religious education (RE) meets a recurring diagnostic problem: a pupil can recite doctrine, join in ritual talk, and give the ‘right’ moral answer while the underlying belief stays untouched. This article introduces the Intention Code Model (NIKOM; Niyet Kodu Modeli) to RE as a disciplined language for that problem. NIKOM is a mechanistic cognitive framework built on conditional IF→THEN ‘codes’ that probabilistically chain, activate, and align bodily and cognitive systems, and can be rewritten. Its central claim–a surface-compliance paradox, whereby observable behavioural change need not indicate code-level change–maps onto Kelman’s distinction between compliance and internalisation. The article sets out NIKOM for an RE readership, positions it among established RE pedagogies, distinguishes it from Gollwitzer’s implementation intentions, and derives a pedagogical stance, dialogue moves, and a developmental proposal for ‘code literacy’, with worked religious and non-religious vignettes for primary and secondary levels. The setting is non-confessional, educational RE; behaviour is no index of belief, and the affective and spiritual dimensions of learning are not reduced to cognition alone. NIKOM is offered as a theoretical synthesis awaiting validation, not a proven method; the article closes with an ethical analysis of ‘rewriting’ pupils’ codes and a research agenda.
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DüzeltmeAçık Erişim2026Scopus SJRQ1/r/bayburt/11504
Correction: Preservice teachers’ attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline
Çakır, Zekai; atıkkaş, Fatih; Türkmen, Mutlu; Şengönül, Abdullah; Yaman, Menzure Sibel; Öktem, Tuncay; Gönen, Mevlüt; Güzel, Sema; Yel, Kader
Correction: BMC Psychology (2025) 13:1423. https://doi.org/10.1186/s40359-025-03751-4. Following publication of the original article [1], the authors identified errors in several references. The incorrect and correct references are listed below: [13, 16, 27, 29, 36, 37, 42, 44, 48, 53, 70, 103, 118, 134, 138, 146, 180, 181, 182] Additionally, the authors requested the inclusion of the following statement in the Author Contributions section: During the preparation of this manuscript, AI-assisted tools were used solely for language editing, grammar correction, and improving readability. Reference No. Incorrect reference Correct reference Zhou Y, Lee J. Humor integration in technology-supported classrooms: impacts on student emotions and learning outcomes. J Comput Assist Learn. 2025;41(1):55–72. https://doi.org/10.1111/jcal.12788 Zhou W, Lee JC. The role of related humor in facilitating instructional information processing in video lectures: insight from EEG. 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Humor as a facilitative style in problem-based learning environments for nursing students. Nurse Educ Today. 2007;27(4):286–292. doi:https://doi.org/10.1016/j.nedt.2006.05.008 Bakar F, Mallan V. How students perceive the teacher’s use of humour and how it enhances learning in the classroom. Eur J Humour Res. 2022;10(4):187–99. Available from: https://www.ceeol.com/search/article-det ail? id = 1,090,400 Bakar F, Kumar V. How students perceive the teacher’s use of humour and how it enhances learning in the classroom. Eur J Humour Res. 2022;10(4):187–99. Available from: https://www.ceeol.com/search/article-det ail? id = 1,090,400 Qamar MT. ESP learners’ perspectives on teachers’ use of humour in grammar classrooms: risks, distractions, and dominance. Engl Specif Purp. 2025;67:13– 26. https://doi.org/10.1007/s44217-025-00704-2 Qamar MT, Yasmeen J, Sohail SS, et al. Laughing while learning: ESP learners’ perspectives on teachers’ use of humour in online classrooms. Discov Educ. 2025;4:321. https://doi.org/10.1007/s44217-025-00704-2 Nurul Hidayana N, Fuzi AM, Samsuri NN. Learning through laughter: humor and its effects on student enjoyment & engagement in research classrooms. J Res Educ. 2024;34(2):45–60. https://doi.org/10.12345/jre.2024.34.2.45 Nurul Hidayana MN, Amirah MF, Nurshamimie Nabilah S. Learning through laughter: humor and its effects on student enjoyment and engagement in research classroom. J Creat Pract Lang Learn Teach. 2024;12(3):129–149. https://doi.org/10.24191/cplt.v12i3.2635 Atar C, Bağcı H, editors. Current studies in pre-service teacher education. Newcastle upon Tyne: Cambridge Scholars Publishing; 2019. Available from: https://www.cambridgescholars.com/resources/pdfs/978-1-5275-3747-7-sa mple.pdf. Atar C, Bağcı H, editors. Current studies in pre-service teacher education. Newcastle upon Tyne: Cambridge Scholars Publishing; 2019. Flores MA. Teacher education and the development of teacher identity: learning to be a teacher. 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Derleme MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11458
From Technology Adoption to Organizational Governance: Mapping the Intellectual Structure and Shifting Paradigms of AI Governance in Educational Leadership
Kayalı, Bünyami; Yavuz, Mehmet; Bozkurt, Aras
This study maps the intellectual structure and thematic evolution of the intersection between artificial intelligence (AI) and educational leadership in related literature. Employing a hybrid research design that integrates bibliometric analysis with Latent Dirichlet Allocation (LDA)-based topic modeling, we examined 757 unique records retrieved from the Web of Science and Scopus databases for the period 2017–2026. Through computational optimization, the corpus was delineated into six emerging research themes that dictate the field’s shifting paradigms: “Digital Leadership & Transformation,” “Teaching & Student Learning,” “AI Acceptance & Self-Efficacy,” “Data Management & Machine Learning,” “School Leadership & Principals,” and “Technical & Computational Fields.” While “Digital Leadership & Transformation” dominates over half of the literature, a sharp proportional decline in “School Leadership & Principals” uncovers a critical structural imbalance between abstract institutional transformation discourse and the actual human agents executing it. Furthermore, a severe underrepresentation of technical, governance, and transparency themes exposes a critical “opaque box” crisis of institutional agency. The study concludes that the field remains theoretically fragmented and calls for an integrated socio-technical framework reconciling leadership governance with the complex realities of AI systems.
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MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11437
Investigating the association of reading habits and attitudes with meaningful living: The mediating role of subjective well-being
Özbilen, Uğur; Güven, Ahmet Zeki; Şahin, Tuğrul Gökmen; Banaz, Emrullah
This study explores the impact of reading habits on Turkish language teachers' perception of a meaningful life, with a particular focus on the mediating role of subjective well-being. Drawing upon positive psychology and narrative identity theories, the research aims to highlight the cognitive and emotional mechanisms through which reading fosters existential meaning. Data were collected from 328 Turkish language teachers through validated self-report scales and analyzed using path analysis with structural equation modeling (SEM). Both direct and indirect effects were tested using bootstrapped mediation analysis. The results revealed that reading habits and attitudes significantly predicted perceptions of a meaningful life, both directly and indirectly via subjective well-being. Although the direct path was modest in effect, subjective well-being emerged as a strong mediator. No significant demographic differences were found regarding perceptions of meaningful living. The findings suggest that reading is not merely an intellectual activity but a multidimensional experience that contributes to personal meaning-making and psychological well-being. The study underscores the need for teacher education programs to integrate reading as a tool for holistic development, extending beyond professional competence to emotional and existential enrichment.
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MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/11436
Post-structuralist perspectives on global education: Reconstructing narratives and power dynamics in comparative education
Aksakallı, Ayhan
This article explores the transformative potential of post-structuralist theories in rethinking global education policies and comparative education practices. It critically examines the power dynamics underlying hegemonic narratives in education and highlights the ways in which these narratives marginalize local knowledge systems and reinforce inequalities. Using Foucault’s notions of regimes of truth and Deleuze and Guattari’s rhizomatic learning, the article demonstrates how post-structuralist frameworks challenge normative assumptions and propose alternative models based on equity, inclusion, and diversity. Local adaptations, counter-narratives, and strategies of resistance are analyzed as key mechanisms for negotiating and transforming global education policies in specific cultural and social contexts. The discussion emphasizes the importance of embracing epistemological pluralism and participatory governance to promote more equitable and inclusive educational practices. Concluding with directions for the future, the article underlines the relevance of post-structuralist approaches for advancing critical research and practice in comparative education.
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MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11426
The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students' number sense and mathematics self-efficacy
Filiz, Tunahan; Kılıç, Zeliha
The present study analyzed the mediating and moderating role of mathematical problem-solving skills in the association between number sense and mathematics self-efficacy of primary school students. The present study employed the relational survey model, a quantitative research method, and utilized structural equation modeling for analysis. The study's sample group consisted of 307 fourth-grade primary school students. The Number Sense Test, the Mathematics Self-Efficacy Scale, and the Mathematical Problem Solving Scale were utilized as data collection instruments. The study's findings indicated a positive and significant relationship between number sense, mathematical problem solving, and mathematics self-efficacy among primary school pupils. The study indicated that students' mathematical problem-solving skills mediated between number sense and mathematics self-efficacy. The study demonstrated that number sense, mathematical self-efficacy, and problem-solving abilities are positively interrelated, highlighting the need for instructional designs and teacher training programs that integrate authentic, real-life problem-solving experiences to strengthen these interconnected skills in mathematics education. These findings suggest that integrating number sense development with structured problem-solving experiences may support students’ confidence in mathematics. Such instructional approaches may contribute to strengthening interconnected mathematical competencies in primary education.
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