Bu çalışmanın amacı, eğitim alanındaki sistem düşüncesi araştırmalarının bibliyometrik bir analizini sergilemektir. Analizde 1984-2022 yılları arasında Web of Science (WoS) veri tabanında taranan 459 kaynaktan toplam 1020 makale kullanılmıştır. Analiz, dönemsel süreç, mevcut durum ve gelecekteki yönelimlere ilişkin geniş ve derinlemesine bir bilgi sunarak, araştırmanın dinamiklerini belirleyerek eğitimde sistem düşüncesi araştırmalarına ilişkin bir inceleme sunmayı amaçlamaktadır. Sistem düşüncesi üzerine yapılan araştırmaların son yıllarda önemli bir artış gösterdiği kabul edilmektedir. Bibliyometrik veriler, eğitim çalışmalarıyla ilgili sistem düşüncesi araştırmalarının da paralel bir artış gösterdiğini kanıtlamaktadır. Bunun başlıca nedeni UNESCO'nun 2015 yılında "2030 için Eğitim Eylem Çerçevesi"ni ilan etmesidir. Burada sistem düşüncesi, sürdürülebilir kalkınma için eğitime yönelik sekiz yeterlilik arasında kilit bir yeterlilik olarak tanımlanmıştır. Analiz, eğitimde sistem düşüncesi araştırmalarının ağırlıklı olarak fen eğitimi ve ilgili alanlara yönelik olduğunu göstermektedir. Mevcut araştırma görüntüsü dünya çapındaki araştırmacılar arasında kapsamlı bir işbirliği olduğunu ortaya koymasa da, araştırmacıların birbirlerinin çalışmalarını yeterince göz önünde bulundurdukları söylenebilir.

This study aimed at investigating effects of preschool teachers’ usage of information technologies on student’s level of interest and attention. The sample of the study was composed by the 10 pre-school teachers living in Istanbul and the data collection instrument was the ‘focus group method’. Group meetings have been applied in three sessions with the same group members in 2010. Data assessment was realized in two sessions as data casting and content analysis. In this study, in the field of information technology at pre-schools computer, internet and smart board usage rates was approached. The most important finding of this study is that when the pre-school teachers use the information technologies under control and in enough time, this reflects the opinions of the students’ attention and interest.

The contribution to science by the academics of a country and the science-policy owned by the same country is accepted as the most basic indicator of the development in that country. The most important concept to be addressed in the advancement and transformation of science is scientific quality. The purpose of this study is to determine the views of academics regarding the reasons for the quality problems, especially in the social sciences field, and to share the solution suggestions for these problems by the academics. The phenomenological approach, which is one of the qualitative research types, was adopted as the method of the study to examine the views and experiences of the academics in a more detailed manner. Content analysis technique was used in the analysis of the data collected by the interview method. The findings of the study were categorized into two main themes based on the views of the academics, as the reasons for the qualitative publication problem, and the suggestions addressed for this problem. The reasons for the problem of qualitative publication are presented in six categories: the content of the publications, journal, academician, current structure, cultural context and political pressures.

Global refugee flows’ increasing scale and complexity pose significant challenges to national education systems. Turkey, hosting one of the largest populations of refugees and individuals under temporary protection, faces unique pressures in ensuring equitable educational access for refugee students. Addressing these challenges requires a shift from linear, fragmented interventions toward holistic, systemic approaches. This study applies a Community-Based System Dynamics (CBSD) methodology to explore the systemic barriers affecting refugee students’ participation in education. Through structured Group Model Building workshops involving teachers, administrators, and Non-Governmental Organization (NGO) representatives, a causal loop diagram (CLD) was collaboratively developed to capture the feedback mechanisms and interdependencies sustaining educational inequalities. Five thematic subsystems emerged: language and academic integration, economic and family dynamics, psychosocial health and trauma, institutional access and legal barriers, and social cohesion and discrimination. The analysis reveals how structural constraints, social dynamics, and individual behaviors interact to perpetuate exclusion or facilitate integration. This study identifies critical feedback loops and leverage points and provides actionable insights for policymakers and practitioners seeking to design sustainable, systems-informed interventions. Our findings emphasize the importance of participatory modeling in addressing complex societal challenges and contribute to advancing systems thinking in refugee education.

Eğitim Yönetimini Dilthey’ın Hermeneutik Yaklaşımı Bağlamında Yorumlamak

Öğretmen Adayları ve Öğretim Üyelerinin “Üniversite” Kavramına İlişkin Metaforik Algıları