Araştırmanın amacı öğretmenlerin Türkiye’de ve hâlihazırda görev yaptıkları okullarda mesleki özgürlüklerine ilişkin algılarını metaforlar aracılığıyla incelemektir. Araştırmanın çalışma grubunu 2015-2016 Eğitim ve Öğretim yılında Kocaeli ilinde ilköğretim ve ortaöğretim kademelerinde farklı branşlarda görev yapan 45 öğretmen oluşturmaktadır. Araştırma için elde edilen veriler içerik analizine uygun olarak çözümlenmiştir. Katılımcılar tarafından mesleki özgürlük kavramına ilişkin toplam 45 geçerli metafor üretilmiştir. Çalışma sonucuna göre öğretmenler Türkiye’de görev yapıyor olmaları bakımından bir öğretmen olarak mesleki özgürlüğe ilişkin zorluk, bilinmezlik, çaresizlik, bağımsızlık, sorumluluk, kapsamlılık, yaratıcılık-değerler, mutluluk ve maddi güç metaforlarını kullanmışlardır. Öğretmenler halihazırda çalıştıkları okulda görev yapıyor olmaları bakımından mesleki özgürlüğe ilişkin zorluk, çaresizlik ve bilinmezlik sorumluluk, bağımsızlık, yarı bağımlılık, yaratıcılık, haz ve mutluluk metaforlarını kullanmışlardır.

The practice of moonlighting, where people take on additional jobs to augment their principal source of income, is an intriguing phenomenon, which seems to be gaining more prevalence among higher education students. Researchers are therefore examining the effects of this tendency on students' academic performance and professional prospects more and more, underscoring the significance of this trend for scholarly attention. The current research intends to explore this trend using three well-established theoretical perspectives: Human Capital Theory, Labour Market Segmentation Theory, and Social Exchange Theory. By examining these viewpoints, we can learn more about how moonlighting can be viewed as an investment, comprehend the traits of various labour market segments and how they affect students' moonlighting behaviours, and finally, we can better understand why university students choose to or not to moonlight and the variables that influence their decisions.

This study explores Instagram addiction through the lens of the ‘Scrolling Paradox’ - the contradictory phenomenon where users simultaneously derive pleasure from Instagram's infinite scroll feature while experiencing distress from their inability to control engagement. By analyzing 28,434 user-generated entries through sentiment analysis and thematic coding, this research examines how platform design features interact with psychological vulnerabilities like social comparison and FOMO to foster compulsive use. Findings reveal that Instagram's design significantly drives behaviors such as time distortion, compulsive checking, and validation seeking, with infinite scrolling emerging as the primary mechanism underlying addictive patterns. Current interventions, like screen time management, are moderately effective, while mindfulness-based strategies show greater promise in addressing the underlying psychological factors that perpetuate the Scrolling Paradox. This research offers insights into how Instagram addiction develops and suggests more effective, emotionally-focused intervention strategies that acknowledge both the appeal and the problems inherent in infinite scroll design.

This study examines the relationship between national open educational resource (OER) policies and Sustainable Development Goal 4 (SDG4) outcomes across 187 countries between 2015 and 2024, with particular attention to the moderating role of artificial intelligence (AI) readiness. Despite widespread optimism about digital technologies as catalysts for universal education, systematic evidence linking formal OER policy frameworks to measurable improvements in educational access and completion remains limited. The analysis employs fixed effects and difference-in-differences estimation strategies using an unbalanced panel dataset comprising 435 country-year observations. The research investigates how OER policies associate with primary completion rates and out-of-school rates while testing whether these relationships depend on countries’ technological and institutional capacity for advanced technology deployment. The findings reveal that AI readiness demonstrates consistent positive associations with educational outcomes, with a ten-point increase in the readiness index corresponding to approximately 0.46 percentage point improvements in primary completion rates and 0.31 percentage point reductions in out-of-school rates across fixed effects specifications. The difference-in-differences analysis indicates that OER-adopting countries experienced completion rate increases averaging 0.52 percentage points relative to non-adopting countries in the post-2020 period, though this estimate remains statistically imprecise (p equals 0.440), preventing definitive causal conclusions. Interaction effects between policies and readiness yield consistently positive coefficients across specifications, but these associations similarly fail to achieve conventional significance thresholds given sample size constraints and limited within-country variation. While the directional patterns align with theoretical expectations that policy effectiveness depends on digital capacity, the evidence should be characterized as suggestive rather than conclusive. These findings represent preliminary assessment of policies in early implementation stages. Most frameworks were adopted between 2019 and 2022, providing observation windows of two to five years before data collection ended in 2024. This timeline proves insufficient for educational system transformations to fully materialize in aggregate indicators, as primary education cycles span six to eight years and implementation processes operate gradually through sequential stages of content development, teacher training, and institutional adaptation. The analysis captures policy impacts during formation rather than at equilibrium, establishing baseline patterns that require extended longitudinal observation for definitive evaluation. High-income countries demonstrate interaction coefficients between policies and readiness that approach marginal statistical significance (p less than 0.10), while low-income subsamples show coefficients near zero with wide confidence intervals. These patterns suggest that OER frameworks function as complementary interventions whose effectiveness depends critically on enabling infrastructure including digital connectivity, governance quality, technical workforce capacity, and innovation ecosystems. The results carry important implications for how countries sequence educational technology reforms and how international development organizations design technical assistance programs. The evidence cautions against uniform policy recommendations across diverse contexts, indicating that countries at different stages of digital development require fundamentally different strategies that coordinate policy adoption with foundational capacity building. However, the modest short-term effects and statistical imprecision observed here should not be interpreted as evidence of policy ineffectiveness, but rather as confirmation that immediate transformation is unlikely given implementation complexities and temporal constraints. The study contributes systematic cross-national evidence on aggregate policy associations while highlighting the conditional nature of educational technology effectiveness and establishing the need for continued longitudinal research as policies mature beyond the early implementation phase captured in this analysis.

Customer retention presents critical challenges for Turkish banking institutions operating in international markets, where cultural differences, regulatory variations, and competitive dynamics create complex customer relationship management requirements. This study examines customer churn determinants through statistical analysis of 10,000 customer records from a Turkish bank's European operations across Germany, France, and Spain. Using comprehensive segmentation analysis and correlation techniques, the research identifies four primary churn drivers: complaint resolution failures, age-related service gaps, geographic market disparities, and account inactivity patterns. The overall churn rate stands at 20.38%, with complaint status being the strongest predictor (r = 0.996). Notably, 99.51% of customers who file complaints eventually leave their bank. Age is the second most significant factor (r = 0.285), with churn increasing from 7.52% among customers aged 18-30 to 44.65% for those over 50. Geographic trends show German customers have a much higher churn rate (32.44%) than French (16.17%) and Spanish (16.67%) clients. Inactivity also signals risk, as inactive users are 88% more likely to leave. These findings challenge traditional retention strategies focused mainly on transactional benefits. Instead, they highlight urgent gaps in complaint resolution, age-specific services, and culturally tailored approaches. To reduce churn, Turkish banks must shift from reactive measures to proactive customer relationship management, including effective complaint handling, personalized services, and early warning systems. This approach offers a clear roadmap for improving loyalty and competitive edge in Turkey’s dynamic banking environment.