The Journal of International Education Science/Uluslararası Eğitim Bilimleri Dergisi, Year 2026 Issue 47

Attachment Theory, Religious Experience, and Innate Nature: A Comprehensive Model Proposal to Explain the Relationship Between God and Attachment

Fikret GÜLAÇTI — 2026-07-04

This study critically evaluates attachment theory’s applicability and limitations in explaining religious experiences, particularly within Islam. It examines the individual’s relationship with God/Allah through empirical findings (correspondence/compensation), the Attachment to God Inventory (AGI), and meta-analyses. From an Islamic perspective, Allah as an attachment figure is grounded in the Beautiful Names of Allah (Asmāʾ al-Ḥusnā), Qur’anic verses, and prayers. Existing models fail to capture the multi-layered nature of religious experience. Therefore, a three-tiered model is proposed, combining: (1) biological attachment system, (2) psychological representational framework, and (3) ontological/existential orientations. This model integrates the concept of fitrah (human innate disposition) with attachment theory. The paper also presents hypotheses for clinical methodology and empirical testability.

Examination of Postgraduate Theses Conducted in the Field of School Health in Türkiye

Gönül ŞENER — 2026-07-04

The aim of this study is to systematically examine postgraduate theses conducted in the field of school health in Türkiye according to predetermined criteria. The study was designed as a document analysis. The data were obtained on January 29, 2026, through a search conducted in the Council of Higher Education (YÖK) National Thesis Center using the keyword “school health.” A total of 226 theses were identified, and 198 accessible theses were included in the study. The theses were analyzed through content analysis in terms of publication year, thesis type, institute, subject area, research method, and the health dimensions addressed. The findings indicate that the number of theses in the field of school health has increased significantly, particularly after 2016. The majority of the theses were conducted at the master’s level and predominantly employed quantitative research designs. The studies were mainly concentrated in the fields of nursing and public health. Thematically, mental health and psychosocial variables, risky behaviors and addiction, and nutrition/obesity/physical activity were the most frequently addressed dimensions. In contrast, limited attention was given to topics such as teacher health, school hygiene, and preventive health services.

From Lab to Field: Transformation from Wearable Sensors to Bionic Implants in Monitoring Musculoskeletal Physiology

Ozan ESMER — 2026-07-04

Sports sciences are on the verge of a radical technological transformation aimed at bridging the technical gap between laboratory precision and field dynamics. This study examines the transition from traditional wearable sensors to bionic implants that directly penetrate deep musculoskeletal tissues, through the perspectives of neuromuscular physiology and biomechanics. The limitations of current wearable systems, such as data validity and motion artifacts, highlight the necessity of intramuscular sensors that directly monitor motor unit firing rates, as well as intramuscular lactate and pH fluctuations in deep muscle groups. Within the scope of this article, various types of implantable sensors—analyzing intra-articular pressure, bone strain, and muscle fiber activation in real-time—along with piezoelectric energy harvesting methods are discussed. Supported by Artificial Intelligence (AI) and 5G integration, these "invisible" technologies shift athletic performance from a reactive approach toward a proactive "Digital Athlete" simulation at the tissue level.

Developing Students' Awareness Of The Listening Process: An Action Rese-arch Study

Ali GÖÇERTuran BIYIK — 2026-07-04

This study aimed to develop students’ awareness of the listening process through strategy-based listening instruction implemented in computer-supported blended learning environments. The research was conducted as an action research study within a qualitative framework. The study group consisted of 20 seventh-grade students attending a public middle school during the 2024–2025 academic year. Eight action plans were implemented, and subsequent practices were revised according to the findings obtained from each cycle. Data were collected through student journals, semi-structured interviews, worksheets, researcher journals, observation forms, and achievement-based listening assessment tools. Content and descriptive analyses were employed. The findings indicated positive changes in students’ attitudes toward listening lessons, more conscious use of listening strategies, and increased awareness of sustaining attention, monitoring comprehension, making inferences, and self-evaluation. Overall, students demonstrated developments in their awareness of the listening process and began to manage this process more consciously.

Learning and Development in Guitar Education

Fatih BİNGÖL — 2026-07-04

This study aims to examine learning and development processes in guitar education from a multidisciplinary perspective. While learning in educational sciences is commonly explained through behaviorist and cognitive approaches, the acquisition of complex motor skills such as guitar playing requires a broader conceptual framework. In this context, the study evaluates theoretical perspectives from neurophysiology and motor learning within the domain of guitar education. Designed as a descriptive study, it interprets theoretical data from multiple disciplines through an integrative approach. The findings indicate a strong relationship between the quality of learning experiences and skill acquisition. In motor learning processes, procedural knowledge—structured at the neural level through feedback and repetition—forms the foundation of skill development. Accordingly, instructional approaches that center learning experiences and support motor learning mechanisms may enhance the effectiveness of guitar education.

Learning Approaches in Physics Courses in Vocational Higher Education: An Examination of the Validity and Reliability of ASSIST in a Course-Specific Context

Pınar ÇELİK — 2026-07-04

The aim of this study is to determine the learning approach preferences of vocational higher education students in physics courses and to examine whether these approaches differ according to program type. The study employed a cross-sectional quantitative design based on a descriptive survey model. In addition, the psychometric validity and reliability of the Approaches and Study Skills Inventory for Students (ASSIST) were evaluated in the context of physics courses. Data were collected from 854 vocational higher education students enrolled in programs that include physics courses. The findings indicate that students predominantly adopt a surface learning approach in physics courses and that learning approaches do not differ significantly between health and technical programs. Overall, the findings provide course-specific empirical evidence on learning approaches in physics in vocational higher education and further suggest that ASSIST is a valid and reliable instrument in this context.

A Historical Analysis of the Archery Tradition in the Ottoman Empire, Including Boundary and Range Archery

Hasan Aykut AYSANŞükran ORUÇ — 2026-07-04

This study examines the tradition of long-range archery, centered in Okmeydanı, in the Ottoman Empire from a multi-dimensional perspective. Archery is one of the oldest skills in human history, and this study explains its transformation from hunting to a martial art and now a popular sport. It explores how archery in the Ottoman Empire went beyond mere military training; its unique legal status, aerodynamic engineering, Sufi rituals, and institutionalized structure, all centered around Okmeydanı and long-range archery, are reflected in this study. Okmeydanı, endowed to archers by Sultan Mehmed the Conqueror, is the first and most radical example of a "site" in the empire's geography, where private property and settlement were completely prohibited and sanctified. Long-range archery, which flourished on this site, developed as an empirical science of wind and aerodynamics. The marker stones (menzil stones) erected to record broken records are not only literary and architectural monuments but also legal documents protected by state bureaucracy and the institution of witnessing. The study also reveals that Okmeydanı, with its Sufi background in "handling the bow" ceremonies and its role as a level playing field for all social classes from the Sultan to the merchants, was an exceptional sociological public space that broke the Ottoman vertical hierarchy.

A Classroom Management Tool For Teac-hers: The Color Wheel System

Pınar ÖZKAN RENKEylem DAYI — 2026-07-04

Along with inclusive education, which is based on all students receiving quality education together, the student profile in classrooms is becoming increasingly heterogeneous. In order for teachers with such diverse students to provide effective teaching, they must be competent in classroom management. To this end, certain classroom management tools assist teachers. One of the classroom management tools used by teachers to manage student behavior is the Color Wheel System. The Color Wheel System contains different rules for different applications, including transition times. Furthermore, the Color Wheel System can be adapted to the needs of the classroom. The purpose of this research is to introduce the Color Wheel System and to provide explanations with examples on how to prepare and use the Color Wheel System. It also includes points to consider during implementation and adaptations.

Family in Voice Journey: Early Education in Parental Lives

Seyhan SOĞANCIAyşenur NAZİK — 2026-07-04

This qualitative study examined parents’ views on early intervention and family education for children with hearing impairments. Using a phenomenological design, data were collected from 21 parents—13 mothers and 8 fathers—of children with hearing impairments in early childhood. Semi-structured interviews explored the meanings parents attributed to early intervention and family education, their experiences of participating in the process, and their expectations and needs. The data were analyzed through descriptive analysis. Seven categories emerged: perceptions of early intervention and family education; post-diagnosis experiences; participation in intervention; perceived effects of intervention; emotional resilience and coping strategies; needs and expectations; and system-related suggestions. Findings indicate that early intervention is a multidimensional process that supports not only children’s developmental progress but also family dynamics, parental roles, and families’ interaction with service systems. The study highlights the importance of family-centered, accessible, and continuous support services.

Silent Challenge in Inclusive Classrooms: Reflections of Dyslexia on English Language Learning

Aynur GICI VATANSEVERErvin YENİAY — 2026-07-04

In Turkey, learning disabilities are increasingly recognized within inclusive education environments and generally represent a mild group of special needs. According to the Ministry of National Education, learning disabilities are difficulties arising in the processes of acquiring knowledge necessary for understanding and using language in written or oral forms. The subtypes of this group include dyslexia, dysgraphia, dyscalculia, and non-verbal learning disabilities. Dyslexia is a neurodevelopmental disorder characterized by difficulties in word-level reading, spelling, and fluency, despite age-appropriate intelligence levels and educational opportunities. Students with dyslexia receive their education alongside their typically developing peers in inclusive classrooms. Research indicates that these students face challenges in phonological awareness, letter-sound association, and accurate reading, which negatively impacts foreign language acquisition. Given that dyslexia has a prevalence of approximately 10%, it is of great importance to increase teacher awareness and adopt inclusive pedagogical approaches. This study addresses the problems encountered by dyslexic students during the English learning process and offers practical recommendations for teachers.

Investigation of Sociomathematical Norms in a Classroom Teaching Experiment Conducted on the Topic of 7th Grade Polygons

Dilara MOLSüha YILMAZ — 2026-07-04

In this study, the sociomathematical norms that emerged in a classroom teaching experiment conducted in the context of polygons were examined. The aim is to reveal the sociomathematical norms accompanying processes of mathematical generalization within classroom interactions. Using a qualitative research approach, the study used video recordings as the data source and analyzed the data through inductive analysis. Findings indicate that generalization is addressed not only as a process of reaching a result but also as a mathematical practice evaluated according to certain criteria. Three main sociomathematical norms were identified: acceptable mathematical generalization, the expression of generalization, and the testing of mathematical generalizations. Results show that generalization cannot be considered independent of the classroom’s normative structure and highlight the importance of addressing these processes from a sociocultural perspective.

Self-Compassion and Parental Burnout Among Working Mothers: Differences Across Sociodemographic Variables

Nevriye Gökçe ŞENSESMustafa GÜLER — 2026-07-04

This study investigated whether working mothers’ self-compassion and parental burnout levels vary across socio-demographic characteristics, including age, employment sector (public vs. private), length of employment, educational attainment, household income, and number of children. Using a descriptive framework with a correlational survey design, data were collected from 403 working mothers aged 26 and above who had at least one child aged 12 or younger. Analyses were conducted in SPSS 23. Normality testing indicated that self-compassion scores met parametric assumptions, whereas parental burnout scores did not. Accordingly, independent-samples t-tests and one-way ANOVA were employed for self-compassion, while Mann–Whitney U and Kruskal–Wallis tests were used for parental burnout (p<.05). Results showed that self-compassion differed significantly by age and length of employment. In contrast, parental burnout displayed significant variation across age, length of employment, sector, education level, household income, and number of children. No significant differences were observed in self-compassion with respect to education, sector, income, or number of children.

Pre-service Teachers’ Levels and Perceptions of Online Privacy

Cengiz TAŞKIRANAykut DEMİR — 2026-07-04

In this study, the levels and perceptions of online privacy awareness of pre-service teachers were examined. The study group consists of 234 pre-service teachers studying in the departments of Turkish Language Teaching, Social Studies Teaching, Primary School Teaching, and Preschool Teaching at a state university located in the Eastern Anatolia Region. In the research conducted with a mixed-method approach, the Online Privacy Awareness Scale developed by Korkmaz, Vergili, and Karadaş (2021) and a metaphorical information form developed by the researcher were used. The quantitative data obtained from the research were analyzed using the IBM SPSS program. Descriptive statistics were calculated before proceeding to inferential analyses. For the analysis of the qualitative data, content analysis was employed. The findings of the study indicate that the online privacy awareness levels of pre-service teachers are at a moderate level. Additionally, it was determined that the level of online privacy awareness differs according to gender, mother’s education level, and the department of study; however, it does not show a statistically significant difference according to father’s education level, grade level, daily internet usage time, frequency of online shopping, duration of social media use, and experience of data breaches/online fraud. When the qualitative findings of the study were examined, it was found that pre-service teachers developed a total of 128 metaphors under four conceptual categories related to online privacy. The results of the study indicate that pre-service teachers have a certain level of knowledge and awareness regarding online privacy.

Student Opınıons On The Use Of Tv Serıes In Speakıng Skılls In Teachıng Turkısh As A Foreıgn Language (B2 Example)

Beyza Nur AKSUNMuharrem Kürşad YANGİL ,Fulya TOPÇUOĞLU ÜNAL — 2026-07-04

This study investigates the Turkish TV series watched by international students who come to Turkey to improve their Turkish language skills. The primary aim of the study is to identify the TV series that students prefer to watch in order to learn Turkish and to examine the contribution of these series to language education. The study focuses on TV series selected by foreign students at the B2 level of Turkish proficiency. Data were collected through a semi-structured interview form developed by the researcher and revised based on expert opinions. A total of 42 students participated in the study. The data were analyzed using descriptive analysis. The findings indicate that the most preferred Turkish TV series were Sen Çal Kapımı (11 participants), followed by Çukur, Muhteşem Yüzyıl, and Kara Sevda (5 participants each), and Çilek Kokusu (4 participants). The results reveal that students generally prefer Turkish TV series for language development and express satisfaction with their learning experiences through these series.

A Systematic Review of Reflective Practices in English Language Teaching (2013– 2023)

Bilge Deniz GÖÇER — 2026-07-04

The purpose of this review is to examine the trends and main findings of the studies concerning reflective practice in the field of English language teaching (ELT), covering the years 2013 and 2023. For this aim, Eric and the Education full-text EBSCO databases were reviewed, and 32 articles were analysed. The study employed a systematic review, and the content analysis method was used to analyse the articles. The findings indicate that research on reflective practice in ELT has fluctuated over the years rather than increasing or decreasing steadily. The commonly used research method was qualitative methods. In addition, the researchers mostly studied with in-service teachers. Also, research findings were categorised as follows: (1) perceptions towards reflective practices, (2) fostering professional development, (3) pre- and in-service teachers’ experience with reflective practice, (4) impact of practices on reflective practices and (5) the relationship between reflective practice and teacher psychology.

The Mediating Role of Perceived Social Support in the Relationship Between Psychological Resilience and Self-Control

Bünyamin ATEŞYeşim SARUHAN ,Uğur SARUHAN ,Ezgi DEMİRCİ — 2026-07-04

This study examines the effect of psychological resilience on self-control and investigates the mediating role of social support in this relationship, adopting a holistic perspective on individuals’ internal and external resources. A total of 387 university students participated in the study. Data were collected using the Brief Resilience Scale, the Multidimensional Self-Control Scale, and the Multidimensional Scale of Perceived Social Support. Hayes’ PROCESS macro (Model 4) was employed for the mediation analysis. The findings indicated that psychological resilience had a direct and significant effect on self-control. Individuals with higher levels of perceived social support were found to have higher levels of psychological resilience. Moreover, perceived social support was identified as a significant and positive predictor of self-control. The mediation analysis further revealed that perceived social support significantly mediated the relationship between psychological resilience and self-control.

Values Education in Preschool Storybooks with in the Context of the Turkish Century Education Model: An Analysis of Koray Avcı Çakman’s Series

Elçin GENİŞ — 2026-07-04

Abstract: The aim of this study is to examine the ten picture storybooks in Koray Avcı Çakman's "Values Education Series" for preschool period in terms of the fundamental values identified in the Turkiye Century Education Model (TYEM-2024). Conducted with a qualitative research approach, the study utilized document review as the data collection tool and descriptive analysis for the data analysis phase. The analysis revealed a total of 1,239 value expressions within the books. Findings indicate that "sensitivity" is the most frequently addressed value, followed by responsibility, patience, and respect. Conversely, values such as honesty, privacy, and justice were found to have limited representation, while the value of patriotism was not encountered in the examined books. The results demonstrate that the series is a significant resource for values transmission in early childhood, yet it does not represent all values in the TYEM-2024 in a balanced manner. Accordingly, it is recommended to increase value diversity in children's literature and support underrepresented values through holistic learning approaches.

An Analysis of the Early Childhood Education Curriculum of the Century of Türkiye Education Model through the Lens of the Revised Bloom's Taxonomy

Mehmet Nur TUĞLUKHakan ŞAHİN — 2026-07-04
This study aims to analyze the Early Childhood Education Curriculum of the Century of Türkiye Education Model (TYMM), introduced by the Ministry of National Education in 2024, through the cognitive process dimensions of the Revised Bloom's Taxonomy. Using a qualitative research design and document analysis method, curriculum components for three age groups (36–48, 48–60, and 60–72 months) were systematically examined. Findings indicate that the TYMM Early Childhood Curriculum targets higher-order cognitive processes such as analyzing, evaluating, and creating, going beyond simple remembering and understanding. The conceptual skills cluster—including observing, comparing, analyzing, questioning, interpreting, reasoning, evaluating, and synthesizing—demonstrates strong alignment with the upper levels of Bloom's hierarchy. While the program comprehensively covers the entire dimensional matrix of Bloom's taxonomy, teacher guidance is considered critical in translating the Application and Creating categories into effective learning environments.

Student Experiences of the Listening Process: Difficulties and Coping Practices

Mustafa YILDIRIMŞükran CALP — 2026-07-04

This study aims to explore middle school students’ experiences of listening difficulties, how they make sense of these difficulties, and the ways they use to cope with them from the students’ own perspectives. The study was conducted as a qualitative case study within an interpretive research framework. The participants consisted of 60 middle school students attending a public school in Düzce, Türkiye, during the 2025–2026 academic year. Data were collected through semi-structured interviews and analyzed using content analysis.
The findings revealed that students experienced listening difficulties across the pre-listening, while-listening, and post-listening stages. Participants most frequently reported difficulties related to attention and process tracking, meaning-making, linguistic challenges, and memory. The findings further indicated that listening experiences were shaped by both individual and contextual factors, including anxiety, motivation, prior knowledge, classroom noise, physical classroom conditions, and technological disruptions. Students reported using a range of cognitive, social, metacognitive, and affective ways of coping, including note-taking, re-listening, mental imagery, seeking support from teachers and peers, consciously directing attention, and regulating anxiety. Overall, the findings suggest that listening is experienced by students as a multidimensional learning process shaped by the interaction of cognitive, affective, and environmental factors rather than as a purely receptive skill.