Covid-19 pandemi dönemi eğitimde sorunlar yaşanmasına neden olmakla birlikte eğitim sistemlerinin yeniden gözden geçirilmesi, temel felsefesinden uzaklaşmış ve geçerliliği tartışılan yöntemlerin güncellenmesi için bir fırsat olarak değerlendirilmelidir. Bu çalışmanın amacı pandemi dönemini uluslararası raporlarda eğitim açısından inceleyerek, ortaya çıkan sorunları ve bu sürecin yaratığı fırsatları belirlemektir. Çalışmada nitel araştırma yöntemlerinden temel araştırma kullanılmıştır. Araştırma kapsamında Ekonomik Kalkınma ve İş birliği Örgütü (OECD, 2020b), Birleşmiş Milletler Eğitim, Bilim ve Kültür Örgütü (UNESCO, 2020) ve Dünya Bankası (2020) tarafından yayınlanan eğitim raporları incelenmiştir. Raporlarda ortaya çıkan sorunlara ilişkin temalar öğrenme -öğretme süreciyle ilgili sorunlar, paydaşlardan kaynaklanan sorunlar, teknolojik sorunlar, sağlık sorunları ve diğer başlıkları altında toplanmıştır. Ayrıca salgın döneminde ortaya çıkan fırsatlara ilişkin temalar okulların işlevi, yeni eğitim algısı, alternatif eğitim yapılanmaları, 21.yy öğrenme öğretme becerileri, veli katılımı ve okul yönetim becerileri başlıkları altında toplanmıştır. Sonuç olarak Covid19 pandemi süreci eğitim açısından sorunlar getirmekle birlikte bu sorunlar yeni fırsatlar oluşturmuştur. Öğrenme -öğretme süreciyle ilgili sorunlar, paydaşlardan kaynaklanan sorunlar ve sağlık sorunları okulların işlevini yeniden düşünmek, ortaya çıkan yeni eğitim algısıyla alternatif eğitim yapılanmalarına fırsat oluşturmaktadır. Benzer şekilde teknolojik sorunlar, öğrenme -öğretme süreciyle ilgili sorunlar ve paydaşlardan kaynaklanan sorunlar da 21.yy öğrenme öğretme becerileri, veli katılımı ve okul yönetim becerilerini geliştirme açısından fırsat oluşturmaktadır.

From personalized advertising to economic forecasting, artificial intelligence (AI) is becoming an increasingly important element of our daily lives. These advancements raise concerns regarding the transhumanist perspective and associated discussions in the context of technology-human interaction, as well as the influence of artificial intelligence (AI) on education and critical pedagogy. In this regard, the purpose of this research paper was to investigate the intersection of AI and critical pedagogy by critically assessing the potential of AI to promote or hamper critical pedagogical practices in the context of transhumanism. The article provides an overview of the concepts of transhumanism, artificial intelligence, and critical pedagogy. In order to seek answers to research questions, qualitative research design was adopted, and GPT-3 was used as a data collection resource. Noteworthy findings include the similarity of the dialogue with the GPT-3 davinci model to a conversation between two human beings, as well as its difficulty in understanding some of the questions presented from a critical pedagogy perspective. GPT-3 draws attention to the importance of the relationship between humans in education and emphasizes that AI applications can be an opportunity to ensure equality in education. The research provides suggestions indicating the relationship between AI applications and critical pedagogy.

Education policies help to improve society by decreasing inequities and establishing effective learning environments. Periodic assessments can help researchers and policymakers uncover new obstacles and ensure progress on these ever-changing education policy concerns using critical theory. Bibliometric studies, a type of periodic study, emphasize the importance of data-driven approaches in the formulation and implementation of education policies. This study conducts a bibliometric analysis of education policy issues from 2000 to 2023. Based on keywords, we initially selected 931 articles from the Web of Science (WoS) database. Only articles in English were included, and we used PRISMA guidelines to reduce the number of articles to 363. We focused on citations, publication frequency, topics, trends, and issues. Two independent researchers analyzed the documents for reliability. For validity, we used transferability. We also used a content analysis of frequently cited articles. Our analysis revealed three prominent trends. The first trend pertained to controversial environmental issues and sustainability concepts in education policy. The second theme was professional development, special education, and school choice. The third one was science, vocational education, special education, and ICT. The content analysis results indicated that teaching and learning, professional development, science education, subject matter teaching, and mobile learning were the topics of the content analyzed articles. We found that relying solely on bibliometric review resulted in broad conceptualizations of educational policy issues, focusing primarily on efficiency and effectiveness. Additionally, we applied critical theoretical frameworks to conduct a more comprehensive analysis of the emergent issues identified through bibliometric analysis.

Theories and experiences created as a result of the studies carried out to increase the effectiveness of teachers in educational institutions provide deepening of the researches. Researches are detailed by obtaining new approaches, new definitions and concepts. One of these concepts is innovative work behaviour, which is defined as the tendency to implement and improve new ideas. Considering this concept, this research basically aimed to examine the role of innovative work behaviour in the relationship between organizational support and organizational happiness. The data of the study were collected using Perceived Organizational Support, Organizational Happiness and Innovative Work Behaviour Scales. The sample group of the research includes 340 teachers working in primary, secondary and high schools in the 2021-2022 academic year. The findings showed that all three variables were significantly related to each other; showed that innovative work behaviour has an indirect effect on the relationship between organizational support and organizational happiness. This result was interpreted as the fact that teachers behaved more innovatively as their perceptions of being supported by their organizations increased, and as a result of this, it had a positive impact on their organizational happiness. Finally, it has been suggested to support teachers' needs such as infrastructure and access to resources necessary for generating and implementing new ideas, and ensuring their inclusion in decision-making processes.

The aim of this study is to systematically review articles published on inclusive education in Turkey. In this context, English and Turkish articles published in national and international refereed journals between 2009-2019 were examined. The research is qualitative research in which the studies are examined according to the publication year, publication language, subject, research design, the field of the researchers and the scope of the articles. The data of the study were collected through document review. In this study, it has been concluded that the studies about inclusive education have started to increase in recent years, generally, qualitative research methods are used and more specifically, researchers in special education field have made inclusive education studies. When the articles were examined in terms of scope, it was seen that the majority of the studies were on attitude and descriptive studies. At this point, it can be said that the priority of the studies related to inclusive education in Turkey is not to produce theoretical knowledge or to create the infrastructure of new studies by examining the studies done. In the studies carried out, studies that reveal the opinions, attitudes and perceptions of the participants regarding inclusive education were more prominent.

This bibliometric analysis examines the crucial role of teacher empowerment in enhancing educational environments by providing educators with autonomy, resources, and support. Using data from Web of Science and Scopus databases, 330 documents were analyzed to identify recent developments and trends in the field, particularly within urban education and culture. Findings indicate a growing interest in teacher empowerment, highlighting key themes such as teacher engagement, collaboration, and empowering leadership. The study underscores the influence of cultural structures on teacher empowerment policies and concludes with recommendations for policymakers, governments, and Ministries of Education to further support teacher empowerment.