Social skills play an important role in interpersonal social skills. This study investigates social skills training concept in general sense in articles, master and doctorate degree programs. Literature review was made in the research between the years 2010-2017. In this literature review process the concepts of publication type, subject area, publication year, research design, data collection tool, sample group, province and department concepts were discussed for social skills training. Study group meta-analysis technique was used in this research. Thirty-eight articles and the theses existing in 22 master’s degree and 21 doctorate program in Turkish Council of Higher Education National Thesis Centre and Google Scholar were analysed.

This study aims to investigate the experiences of pre-school teacher candidates in preparing Digital Stories in Values Education and the problems they encounter in this process. Qualitative research method was used for the research. Its design is a holistic single case study. As a data collection tool, a questionnaire consisting of five open-ended questions was prepared by the researchers. A semi-structured interview form was used. The study group of this research was determined using the purposeful sampling method, and snowball sampling technique was also used as long as different opinions continued to be obtained. Within the scope of the research, 26 participants were interviewed. In evaluating the data, it was analyzed with the content analysis method. The majority of the participants are women, between the ages of 21-24, and live in the village settlement. The mothers of the participants are primary school graduates and their profession is a housewife. The contestants' fathers are university graduates and their profession is a farmer. Positive evaluations emerge regarding the preparation of digital stories in the character and values education course. While in-service training for teachers and teacher candidates for undergraduate courses was combined with the use of digital story software by professionals, emphasis was placed on technology-related modern learning activities.

Background: This study examines how the Yörük community in Türkiye balances the preservation of traditional childrearing practices with modernization and compulsory schooling. Context: The Yörüks, a historically nomadic Turkic people, possess a distinct cultural identity that centres around oral knowledge transmission, family-based education, and pastoral living. Methods: A qualitative phenomenological approach was used. Data Collection: In-depth semi-structured interviews were conducted with 11 Yörük participants selected through purposive sampling. Results: Four core themes were identified: Yörük culture, expectations of children, childrearing practices, and perceptions of schooling. Tensions emerge between traditional responsibilities, gender roles, and modern schooling structures. Conclusions: The study shows that cultural dissonance with the national education system contributes to educational exclusion and identity tension among Yörük children. Theoretical Implications: This study challenges dominant educational paradigms that overlook minority epistemologies and underscores the need to incorporate pastoralist worldviews into inclusive education theory. Practical Implications: It calls for flexible, culturally responsive policies, such as mobile or seasonal schooling and culturally inclusive curricula. Research Implications: Future studies could focus on the longitudinal impacts of modernization on the educational outcomes of pastoral communities or conduct comparative studies with other nomadic groups.