This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative thinking, highlighting the need for a deeper grasp of knowledge to foster these skills. A mixed-methods approach is used, combining qualitative and quantitative data within a pragmatic framework to provide a comprehensive view. The sample includes science teachers from Selçuklu, Meram, and Karatay districts in Konya, Türkiye. Quantitative data were gathered using the Epistemological Beliefs Scale, the Critical Thinking Scale, and the Creative Thinking Scale. Results show that epistemological beliefs significantly influence critical and creative thinking, suggesting that these skills are closely tied to epistemological development. Qualitative findings support this, indicating that a solid epistemological foundation is essential for both types of thinking. Additionally, the study finds that authoritarian teaching methods suppress critical thinking, while student-centered strategies enhance it. To promote critical and creative thinking, science teachers should develop their epistemological beliefs and create an environment that encourages open discussion and diverse perspectives. Keywords: critical and creative thinking, epistemological development, mixed-methods research, science education

This research is a comprehensive mixed-methods study that aims to examine in depth the correlations between science teachers' research literacy, socio-scientific reasoning, and problem-solving skills. The quantitative phase of the research was conducted using a descriptive survey method, while the qualitative phase employed a case study design. The study population consists of science teachers working in the central districts of Konya, and Türkiye. For sample selection, stratified and random sampling techniques were used for the quantitative data, and purposive sampling techniques were applied for the qualitative data. Confirmatory factor analysis and reliability analyses were conducted using the three different measurement tools used in the study. A semi-structured interview form was utilized to collect qualitative data. The quantitative findings revealed that research literacy and socio-scientific reasoning skills significantly and positively predict problem-solving skills. The qualitative findings indicated that these skills mutually reinforce each other, enhancing students' scientific and analytical thinking capacities and enabling them to develop creative solutions to real-life problems. In this context, the evidence presented indicates that educational policies should focus on fostering these skills through a comprehensive approach, with greater emphasis on integrating innovative methods into science curricula. Keywords: mixed methods research, problem-solving, research literacy, science teachers, socio-scientific reasoning

This research aims to make a scientific contribution toward a better understanding of the complex link between violence, poverty, and education. The main rationale for the research is that the dynamics between these three elements are mostly handled independently in the existing literature. In the literature, studies on issues such as poverty, violence, and lack of access to education have generally focused on a single perspective or variable, and a comprehensive approach has not been presented on how these factors are related to each other, what consequences this relationship has at the social level and how this cycle can be broken. This lack of knowledge creates an important gap in understanding how socioeconomically disadvantaged individuals and communities are affected by this cycle and in developing solutions that can break this cycle. To fill this gap, this study aims to understand the cyclical link among violence, poverty, and education, which are the main elements of social inequality. In line with this purpose, this study adopts a qualitative case design and analyses the effects of these problems on individuals in depth. The main feature that distinguishes this research from other research is that this research was created by interviewing experts from all over the world. Experts from Europe, Asia, North America, and Africa were interviewed in-depth to clarify the problem. The research has shown that education plays a critical role in solving poverty, violence, and social inequalities as well as individual development. The importance of psychological and social support systems in this process is necessary to overcome structural barriers in education. While raising awareness of human rights is seen as a fundamental step in ensuring social equality, it is concluded that educational policies should also include psychological health, economic opportunities, and social values. In line with these results, suggestions for research and researchers have been developed.

In this meta-analysis study, it was aimed to examine the perceptions of distance education and the effect size of technology usage competencies by using meta-analysis method. In the meta-evaluation carried for this purpose, twenty-eight studies that met the criteria for inclusion in the research were reached. By combining these studies, 11.797 sample groups were studied. In order to reach a general decision in the research, a funnel plot graph was drawn before statistical calculations were made. Statistical calculations were performed in order to make a general impression decision about the publication bias in the funnel plot diagram. When the statistical analysis results and the diagram graph results were combined, it was determined that there was no publication bias in the studies included in the study. Then, a heterogeneity test was performed to determine the model type of the research. According to the results of the heterogeneity test, it was decided that this research should be interpreted according to the type of random effects model. For heterogeneity, publication type, school type, and branches were aimed as moderators. It was observed that the meta-analysis study had a small distribution of perceptions of distance education and technology usage competencies, that the variables of publication type, school type and distribution departments did not have a moderator unit in the calculations done on the moderator, but it was concluded that the effect sizes of the studies published as articles, the studies carried out in secondary education institutions and the studies on mathematics teachers had a relatively larger effect size than the others.

This study aims to examine the moderated mediation role of bullying in the relationship between emotional intelligence and school engagement, with self-esteem as a mediating variable. The existing literature reports a positive association between emotional intelligence and school engagement. It is also suggested that students with higher emotional intelligence may develop higher self-esteem, which, in turn, may be associated with higher levels of school engagement. However, the extent to which this process is conditioned by students’ experiences of bullying remains unclear. In other words, exposure to bullying may strengthen, weaken, or entirely alter the indirect association of emotional intelligence on school engagement through self-esteem. To address this gap, the study employed a cross-sectional correlational design with students enrolled in public lower secondary schools. A total of 657 students participated in the research. The study further examined the associations among emotional intelligence, self-esteem, school engagement, and bullying, thereby elucidating the role of bullying in relation to these constructs. The findings indicated that emotional intelligence is positively associated with both self-esteem and school engagement, and negatively associated with bullying. A strong positive association was also observed between self-esteem and school engagement. Moreover, the results revealed that the indirect association of emotional intelligence on school engagement through self-esteem varies as a function of bullying. As bullying increases, the strength of the associations between emotional intelligence, self-esteem, and school engagement decreases. These findings underscore bullying as a critical factor associated with students’ psychological and academic adjustment processes.