The Journal of International Education Science/Uluslararası Eğitim Bilimleri Dergisi, Year 2025 Issue 45

Student Opinions on New Generation Mathematics Questions: Challenges and Suggested Solutions

Fatma CUMHUR-Mehmet AYÇİÇEK — 2026-07-16

New generation questions, due to their inclusion of long texts and the integration of multiple learning outcomes within a single problem, require more time and effort in the problem-solving process. Because of these characteristics, such questions are often described as qualified, distinct in style, lengthy, complex, and difficult to comprehend. The significance of these question types, which hold an important place in examination systems, continues to increase over time. The purpose of this study is to determine the opinions of 8th-grade students regarding new generation mathematics questions. The study group consisted of 30 eighth-grade students enrolled in a public school. The study was conducted using the phenomenology design, one of the qualitative research methods. A form consisting of five open-ended questions was used as the data collection tool, and the obtained data were analyzed using the content analysis technique. According to the results of the analysis, students’ opinions about new generation mathematics questions were mainly concentrated around the concepts of difficult and lengthy. The difficulties students encountered in these types of questions were mostly associated with a lack of skills and affective factors. It was found that students most frequently employed the strategies of solving a large number of questions and reading books to cope with these questions. Furthermore, the strategies of forming equations and making estimations were found to be prominent in solving such problems, while the most frequently emphasized expectation for facilitating the problem-solving process was the need to practice by solving more questions.

Assessing the Impact of Distance Education on 9th-Grade Physics: Opinions on Prepared Activities and Teaching Strategies

Hasan ŞEKERAvni AYTEKİN — 2026-07-16

The study aims to evaluate the example activities or suggested alternative activities that involve practices, experiments, and demonstrations, which are particularly difficult to conduct in an online environment during the pandemic process, by consulting the opinions of teachers and field educators in universities. These evaluations will be useful for improvements to be made in the event of potential future school disruptions. It was attempted to understand how teachers and field educators adapted to the pandemic process, which methods were effective, which were insufficient, and which tools and strategies were more effective in maintaining participation and achieving learning outcomes in physics classes. In the study, two main questions were addressed: "What are the experiences of teachers in remote education for physics classes?" and "How do physics teachers and field experts evaluate the 9th-grade physics class activities prepared as examples?" In this context, activity evaluations were conducted based on the opinions of physics teachers and field experts at the university. In the study, a mixed research method was used, and a convergent parallel design was applied. The study group consisted of 9th-grade physics teachers and field experts. The research findings indicate that issues such as insufficient time allocated for laboratory practices, inadequacy of laboratory materials, and difficulties in obtaining Web 2.0 tools have continued even after the pandemic. During the pandemic, students' focus and motivation issues in class were also observed. The contribution of the prepared activity plans to the reduction of these problems has been examined in the study. According to the evaluations of teachers and field experts, the planned activities have positively contributed to students' class participation, motivation, and readiness levels for basic concepts during the pandemic period. It has been stated that the prepared activities contributed to the learning and teaching process.

A Systematic Review of Acceptance and Commitment Therapy (ACT) Practices in Turkiye

Elif ULUMerve KARATAŞ — 2026-07-16

The aim of this study is to evaluate the effectiveness of Acceptance and Commitment Therapy (ACT) practices in Turkey and to systematically examine the existing literature. The research model is a systematic review. The PRISMA guideline was used for systematic review. Data were collected by searching the databases of YÖK Thesis Center, Ulakbim, and Scholar. The search, conducted in December 2024, was conducted in Turkish and English using the keywords Acceptance and Commitment Therapy (ACT), Acceptance and Commitment Therapy, and psycho-educational practices in Turkey, individual counseling, group counseling, psycho-education, effectiveness, and impact. A total of twenty-one studies were examined in this study according to the inclusion and exclusion criteria. The twenty-one studies were examined under two separate headings: descriptive features of ACT practices and their results. The descriptive features of the studies were examined in terms of research type, study group and number, research design, scales used, tests used, number of sessions, and type of practice. The results of the studies were examined in terms of the study purpose, the intervention applied, and the outcome.

The findings indicate that ACT practices in Turkey have positive outcomes for individuals. In conclusion, ACT practices implemented in the Turkish context have been found to be effective across diverse samples and offer a powerful intervention option for increasing clients' psychological flexibility and emotional regulation. The findings suggest that more widespread implementation of ACT in the counseling and psychoeducation fields in Turkey may be beneficial.

The Effectiveness of Peer Counseling in School and University Settings: A Cross-Cultural Meta-Analysis

Muhammed Alkın YALÇINÇiğdem YAVUZ GÜLER — 2026-07-16

Peer counseling is widely used in educational settings to deliver psychosocial and academic support through structured peer interactions. However, findings vary by context, age group, and program design. This study systematically reviews and quantitatively synthesizes the effects of peer counseling on students’ psychosocial well‐being and academic outcomes, focusing on educational level, cultural context, and intervention duration. The meta‐analysis included 15 quantitative studies (2007–2024) with 1,797 participants from middle school, high school, and university settings in OECD and non‐OECD countries. Following PRISMA 2020 guidelines, eligible studies were identified through multiple databases. A random‐effects meta‐analysis (DerSimonian–Laird) estimated the pooled Cohen’s d, with subgroup analyses by educational level, country type, and intervention duration. Heterogeneity was assessed using Q, I², and τ²; publication bias via funnel plots and Egger’s regression. The pooled effect size was d = 0.60 (95% CI: 0.55–0.66), indicating a moderate, significant effect. The largest effects were for university students (d = 0.84), followed by high school (d = 0.61) and middle school (d = 0.65). OECD‐country interventions showed greater consistency. Heterogeneity was substantial (I² = 74%), reflecting diversity in levels, outcomes, contexts, and designs. Sensitivity analyses showed removing two outliers reduced I² to 42.5% without altering the effect, suggesting variability stems from program intensity and contextual fit. No publication bias detected (p = .17). Peer counseling yields moderate‐to‐high gains in emotional regulation, resilience, and social adjustment, particularly when supported by structured training and cultural adaptation. Context‐sensitive, sustainable program designs are essential to maximize impact.

Sustainable Environmental Behavior Scale

Elif Öznur TOKGÖZHüseyin SERİN — 2026-07-16

The aim of this study was to develop a valid and reliable measurement tool to assess individuals’ sustainable environmental behaviors. The study was conducted using quantitative methods with data collected from 802 university students. Exploratory factor analysis revealed a five-factor, 24-item structure, while confirmatory factor analysis indicated good model fit (χ²/df=1.97, RMSEA=.054, CFI=.926). The Cronbach’s alpha coefficient for the overall scale was .901. All items are positively worded and scored on a 5-point Likert scale. The findings indicated that sustainable environmental behavior exhibits a multidimensional yet integrated structure consisting of environmental participation, responsible use of natural resources, digital environmental practices, green chemistry awareness, and sustainable consumption habits. The scale is recommended for use in research on environmental education and sustainability.

Special Education Teachers’ Ability to Use 21st Century Skills

Abdurrahman UYANIKYahya ÇIKILI — 2026-07-16

With the acceleration of globalization in the 21st century and the increase in the use of technology, it is necessary to raise individuals who are equipped with new knowledge and skills, self-confident, and respectful of different cultures. Individuals with these characteristics can only be achieved with the help of education systems (MEB, 2011). In this study conducted to determine the 21st century skills of special education teachers, the screening model, one of the quantitative research methods, was used. The universe of the study consists of all teachers working in special education schools and special education classes in the central districts of Karatay, Meram and Selçuklu in Konya. The sample consists of 125 special education teachers selected from the universe according to the convenience sampling method. Data were collected with a personal information form and a 21st century teaching skills scale, and analysis was conducted with a t-test. According to the analysis of the data, it was seen that the majority of the 125 participants who participated in the study stated that their 21st century skills were at a sufficient level. In the study, it was determined that there was no significant difference in the 21st century skills of special education teachers according to gender. It was determined that special education teachers' use of 21st century skills was more common in teachers with 11-15 years of experience compared to other teachers (1-5 years, 16 years and above, 6-10 years).

The Role of Authenticity and Gratitude in Trauma- Based Interventions: A Systematic Review

Meliha KAHRAMAN ERKANFatma Ebru İKİZ — 2026-07-16
Trauma is an experience that profoundly disrupts an individual’s sense of self, feeling of safety, and relational integrity. In this process, gratitude, which reflects the tendency to assign meaning to experiences and recognize positive aspects, and authenticity, which represents the capacity to exist in harmony with one’s own values, emerge as two significant protective factors in post-traumatic psychological recovery. Recent research indicates that these two concepts function as complementary therapeutic components in post-traumatic growth processes. This study systematically reviewed the therapeutic effects of authenticity and gratitude within trauma-based psychological interventions. 13 studies published between 2000 and 2025 that met PRISMA criteria were analyzed. Findings revealed significant increases in authenticity and gratitude levels among participants during post-traumatic reconstruction, indicating that these changes strengthen both intrapersonal coherence and relational healing processes.

The Effects of Muscle Training on Neurobiological Mechanisms: Neural Adaptation and Plasticity Processes

Yusuf GÖZAÇIK — 2026-07-16
Muscle training is a complex process that extends beyond muscle hypertrophy and strength gains, inducing significant changes at the central nervous system level. Recent neurobiological studies have demonstrated that regular resistance and strength exercises enhance synaptic plasticity in the brain, regulate neurotransmitter balance, and trigger reorganization within motor control networks. This review examines the effects of muscle training on neurobiological mechanisms, focusing on neural adaptations, synaptic plasticity, changes in neurotransmitter levels, and interactions between brain regions. Findings indicate that muscle training promotes neuroplastic adaptations that positively influence both motor performance and cognitive functions. Accordingly, it plays a critical role in structural and functional modifications of both the central and peripheral nervous systems, contributing to overall neurological health.

Semiotic Analysis of Barbara Kruger's Works with Jacques Derrida's Concept of Aesthetics in Art Education

Hatice Nilüfer SÜZENÖzge AY KÜÇÜK — 2026-07-16

In our era, education through art has emerged as a rising value. Similar to all other disciplines, art contributes to the intellectual and cognitive development of the individual. Art-based education does not aim to meet the requirements of artistic professionalism; rather, it seeks to cultivate the aesthetic education of the individual through art. Aesthetic value is significant both for nurturing well-equipped art appreciators and for enabling individuals to express their emotions and thoughts through artistic forms.This study aims to examine the role of the development of aesthetic awareness in art education and to explore its effects on individuals' ways of perceiving, interpreting, and creating the world. Additionally, it seeks to analyze Barbara Kruger’s works in light of Jacques Derrida’s understanding of aesthetics in order to discuss contemporary aesthetic approaches. The research is designed as a descriptive study based on literature review and semiotic analysis. The historical and theoretical foundations of the concept of aesthetics were examined, and Kruger’s works were interpreted through semiotic analysis within the framework of Derrida’s aesthetic perspective. The findings indicate that aesthetic education contributes to the development of critical thinking and artistic inquiry skills. The lack of aesthetic education limits the interpretation and evaluation of artworks within society. In this context, aesthetic value and awareness must be cultivated, and aesthetic education through art is essential for enhancing creative potential..

The Effect of the Socratic Questioning Method on the Critical Thinking and Question Formation Skills of Prospective Turkish Teachers

Talat Tarık DEMİRAli GÖÇER — 2026-07-16

This study aimed to examine the effect of the Socratic questioning method on the critical thinking and question formation skills of prospective Turkish teachers. A pre-test post-test control group random design was used in the study. During the process, 12 weeks of practical work was carried out with third-year students of the Turkish language teaching program. A lesson process designed using the Socratic questioning method was implemented with the experimental group as part of the Critical Reading course. Data collection tools were the Critical Thinking Disposition Scale, the Ennis-Weir Critical Thinking Essay Test, and a Question Checklist for Critical Thinking Skills. Normality tests and t-tests were used in data analysis. The study concluded that the Socratic questioning method had a positive effect on the critical thinking and question formation skills of prospective Turkish teachers. An examination of the candidates' critical thinking disposition scores revealed no significant difference.

Social Studies Education Within the Framework of High-Quality Standards

Mehmet TOPAL — 2026-07-16

Student-centered and flexible high quality standards can enable students to gain many knowledge, skills and attitudes in the learning process. Students can actively participate in society by applying these gains in life outside the school. Therefore, the social studies curriculum should be prepared based on high quality standards. Teachers who are the implementers of this program can contribute to the development of students by using appropriate strategies or methods to enable students to reproduce, analyze, synthesize, evaluate and gain a critical perspective on information, going beyond the role of textbooks or transferring information. This study aims to provide information to field experts, curriculum makers and social studies teachers in order to provide students with high standards of social studies education. Document analysis, one of the qualitative research methods, was used in the study. Teachers can conduct interdisciplinary studies to provide authentic skills to students. Teachers can work together to develop social studies education standards based on themes and skills and to facilitate student learning.

Evaluation of Teachers’ Professional Organization Status in the Context of the Right to Education as a Social Right

Fırat MUKMehmet SALDIRANER ,Merve FAKİROĞLU SARİ — 2026-07-16

This study examines teachers’ professional organization within the framework of the right to education, using a phenomenological approach. Data were collected through interviews with teachers from different regions and analyzed using content analysis. The results indicate that while teachers are aware of professional unions, they regard existing structures inadequate. Participants highlighted that the teaching profession has lost much of its former prestige in society, their professional rights are not protected well, and there is a critical need for an independent professional body. They suggested a strong professional organization fostering teachers’ motivation and professional identity, as well as enabling them to play a more active role in decision-making processes. Such an organization is seen as vital for improving the quality of education and equality of opportunity, especially for disadvantaged students. In this context, reinforcing teachers’ rights to professional organization is regarded as crucial step toward both educational quality and social justice.

Investigating High School Students’ Attitudes and Behaviours in Innovative Classrooms

Bilal BUDAKFatma Filiz TILFARLIOĞLU — 2026-07-16
This study examined the impact of innovative classroom environments on the English language learning processes of high school students in Türkiye under the headings of cognitive awareness, learning attitudes, and classroom perception. Based on the Future Classroom Laboratory (FCL) model, the study examines the contributions of classrooms integrated with digital tools, equipped with flexible spaces, and structured in a student-centred manner on multifaceted language learning outcomes. A quantitative descriptive approach was adopted; the "Language Learning in Innovative Classrooms Scale" was administered to a total of 120 students from grades 9, 10, and 11. This scale demonstrated high reliability (α = 0.81) and was designed to assess students' cognitive, affective, and perceptual dimensions. Data were analysed using descriptive statistics and One-Way ANOVA to reveal differences based on age and grade level variables. The findings indicate that innovative classroom environments positively impact students' metacognitive awareness, motivation, and engagement in language learning.

The Effectiveness of Computer Aided Concept Education Performed by Direct Instruction Model in Helping Students with Low Vision in Understanding Three-Dimensional Geometric Shapes

Elif DURMUŞBanu ALTUNAY ,Demet TİRYAKİ — 2026-07-16
The objective of this study is to examine the efficacy of computer-assisted concept teaching implemented through the Direct Instruction Model (DIM) in assisting visually impaired students in the acquisition of three-dimensional geometric shapes. The participants in the study comprised two visually impaired students in the first and second grades of primary school who met the prerequisite skills. The study utilised a multiple probe model of behaviour between probes, which is a variant of the single-subject experimental design. The study collected three types of data: effectiveness, reliability, and social validity. The findings of the study indicated that computer-assisted concept teaching employing DIM was effective in assisting visually impaired students in acquiring the concepts of three-dimensional geometric shapes, specifically cubes, cylinders, and cones, and generalising them to different contexts. The study also demonstrated the efficacy of the teaching method on days 7, 14, and 21, and its social validity was confirmed.

Analyzing School Administrators’ Subjec-tive Well-Being and Organizational Burn-out Levels

Şennur BAKIHüseyin YOLCU — 2026-07-16

The aim of this study is to examine the relationship between school administrators’ levels of subjective well-being and organizational burnout. The research was conducted during the 2022–2023 academic year with a total of 213 school administrators working in the central and district areas of Kastamonu. In this study, which employs a relational screening model, data were collected using a Personal Information Form, the Maslach Burnout Scale, and the Subjective Well-Being Scale. According to the findings, school administrators’ levels of subjective well-being did not show significant differences based on variables such as gender, marital status, educational level, or professional seniority. However, significant differences were found in the depersonalization sub-dimension according to marital status and professional seniority. Furthermore, emotional exhaustion and personal accomplishment levels were identified as significant predictors of subjective well-being. It is recommended that further research be conducted to more deeply examine the relationship between school administrators’ marital status and their levels of subjective well-being and burnout.

Student Opinions on QR Code-Supported Educational Math Games

Hatice Nur ERBAYSevda GÖKTEPE YILDIZ ,Elif Vildannur SOYLU — 2026-07-16

Nowadays, mobile applications hold a significant place in educational processes. QR code technology, one of these applications, stands out for its rapid access and interactivity. Tablets provided to students and teachers as part of the Fatih Project in Turkey have facilitated the integration of QR code-based applications into the educational environment. In mathematics education, educational games designed with QR codes offer an innovative approach to teaching challenging topics such as GCD-LCM, factors and multiples, and prime numbers. The purpose of this research is to examine the opinions of 8th-grade middle school students on QR code-supported math games. A case study design was employed within the context of a qualitative paradigm. The applications were developed by the researchers, and then semi-structured interviews were conducted with the students to obtain their opinions. The data obtained were analyzed through content analysis, and categories were created. The study revealed that educational games implemented with QR codes were effective both in terms of ease of use and in terms of attracting students' attention. The majority of students stated that educational math games helped them with repetition or understanding of topics they hadn't grasped, and that they taught in a fun way.