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Epistomoloji  Interdisiplinarlıq

Epistomology Interdisciplinary

Preparing people for informed and comprehensive life in dynamic knowledge societies requires the cultivation of synthesizing cognitions. We must develop the ability of people to integrate knowledge from a wide range of sources into a single knowledge in order to solve the problems of cultural and natural survival. Synthesis is a fundamental human ability. This ability manifests itself from a very early age, when children play symbolic games, create artistic compositions, or learn the rules of a new game. We learn to synthesize in a certain sense quite quickly, by participating in societies where analogies, rich visual representations, and simple systems exist. Today, interdisciplinary claims are clearly expressed in the missions of universities around the world. If we want to develop quality instructions and have students fulfill these institutional aspects, we must accept the understanding that people learn to synthesize as a necessity.

Keywords: Interdisciplinary, epistemological approach, cognitive development, model, thinking.

Mary Immaculate College: Limerick, IE, ORCID: https://orcid.org/0000-0003-3813-2888 

Abstract

This study explores the effectiveness of integrating the Flipped Classroom (FC) model with Inquiry-Based Learning (IBL) to enhance English-speaking proficiency among adult EFL learners. Conducted at a language institute in Ankara, the research involved 20 participants aged 20–30, randomly assigned to either a control group (traditional instruction) or an experimental group (FC-IBL integration). A quantitative design was employed, utilizing pre- and post-tests based on the Cambridge English Speaking Exam (B1 Level), alongside the Community of Inquiry (COI) Survey to measure teaching, social, and cognitive presence. Findings revealed statistically significant improvements in both groups; however, the experimental group demonstrated greater gains (mean increase from 13.8 to 16.7) compared to the control group (14.7 to 16.1). COI results indicated enhanced learner engagement, interaction, and autonomy in the FC-IBL environment. Despite starting with lower proficiency scores, the FC group outperformed their peers by leveraging self-directed pre-class study and collaborative in-class activities. These results suggest that the FC-IBL model fosters a more effective and engaging learning experience than traditional methods, particularly in developing oral proficiency. Limitations include the small sample size, short course duration, and variation in learner backgrounds, underscoring the need for larger-scale, longitudinal research.

Keywords: Flipped classroom, inquiry-based learning, speaking proficiency, adult EFL learners, Community of Inquiry, language education, learner engagement.

CITATION: Sarbasova, L., & Liman Kaban, A. (2025). Talk the flip: Empowering adult learners through inquiry-driven speaking classes. J-EDUCAT: Journal of Educational Studies, 3(1), 348-368. https://doi.org/10.5281/zenodo.15318881

Early Published: 01.05.2025
Published: 30.05.2025
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ARTICLE- 4                                                  Article Type: Research Article 

Gifted Students' Views on Homework and Screen Addiction Problems with COZE/KOZA Model

Prof. Dr. M. Şahin BÜLBÜL

Kafkas University, ORCID:https://orcid.org/0000-0003-1524-6575

Abstract

This study examines the views of gifted students on homework and screen addiction. Pupils emphasised that giving homework over the internet increases the time spent in front of the screen and that this situation has negative effects. In the project study conducted using the KOZA/COZE model, students suggested that homework should be done at school and under the supervision of a teacher. This solution will reduce students' screen addiction and ensure that homework is completed more efficiently and effectively. This solution, which is similar to the suggestions in the literature, is an important guide for the arrangements to be made in the education system.

Keywords: Gifted students, screen addiction and the KOZA/COZE model.

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ARTICLE- 5                                                  Article Type: Research Article 

Emekli Öğretmenlerin Türk Eğitim Sistemine Yönelik Görüşleri: Olgubilim Çalışması

Retired Teachers’ Views on the Turkish Education System: A phenomenological Study

Yaşar DİLBER

Bilim Uzmanı, Eskişehir Osmangazi Üniversitesi Doktora Öğrencisi, Gürsu BİLSEM, ORCID: orcid.org/ 0000-0001-7994-2786.

Abstract

The retirement period, which is one of the developmental stages of the individual and is included in the advanced adulthood stage, is considered as a process of adapting to decreasing income as well as decreasing strength and health. Retired teachers, who are among the retired professionals, go through the same socio-economic processes and face the same problems as a member of society. Retired teachers have continued their education and training services in many different regions and provinces under very difficult conditions, experienced the challenging processes of the education system and ended their professional lives with many different experiences during their service. The aim of this study is to examine the views of retired teachers on the Turkish national education system, with the idea that they have experienced some of the problems of the education system closely and will objectively evaluate these experiences after their service. In this study, which was designed with a phenomenological design from qualitative research methods, the data obtained by face-to-face interviews with 9 retired teachers residing in Gürsu district of Bursa province were included. It is thought that the results obtained will shed light on some points related to education by taking the opinions of retired teachers about the education system, will be useful in terms of providing a comparison about the change of the Turkish education system and teaching profession from past to future, will provide a basic data for policy makers and will set an example for today's teachers. In this context, according to the results obtained from the research, retired teachers see the young population, the number of teachers and the rapid adaptation of developing technological opportunities to schools as the strengths of the Turkish education system. As the weaknesses of the Turkish education system, the view that education has not become a state policy, class passing, absenteeism and discipline problems, textbooks and curriculum, dissatisfaction among teachers towards the profession, insufficiency and qualification problems of teachers and inadequate physical infrastructure of schools come to the forefront. Although the views of retired teachers on the changes in the teaching profession from past to present are generally negative, teachers have made evaluations about the quality of teacher training institutions, the quality of teacher training institutions, and the fact that the freedom of teachers' dress code has damaged the image and reputation of teachers. Finally, while the idea that education will become a state policy in the Turkish education system in the future came to the forefront, some of the participants also expressed pessimistic thoughts about the future of the Turkish education system. In line with the results obtained from the research, various suggestions were made.

Keywords: Retired teachers, Turkish education system, change in teaching profession.

CITATION: Dilber, Y. (2025). Retired teachers' views on the Turkish Education System: A phenomenological study.J-EDUCAT: Journal of Educational Studies, 3(1), 383-413.   https://doi.org/10.5281/zenodo.15321422

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ARTICLE- 6                                                  Article Type: Reviw                     

Ways and Means of Developing Active and Creative Thinking Among Students who  have Lived  their Lives in Conditions of Displacement in Azerbaijan

ПУТИ И СРЕДСТВА РАЗВИТИЯ АКТИВНОГО И ТВОРЧЕСКОГО МЫШЛЕНИЯ У СТУДЕНТОВ, ПРОЖИВШИХ ЖИЗНЬ В УСЛОВИЯХ ПЕРЕМЕЩЕНИЯ В АЗЕРБАЙДЖАНЕ

Jamila GULIYEVA ARIF

Baku State University, Baku, Azerbaijan. bdu.psixoloq@gmail.com, ORCID: https://orcid.org/0009-0008-4113-7982

Abstract

In the context of forced displacement, students face a number of challenges that affect their educational process and cognitive development. This article examines the ways and means of developing active and creative thinking among students living in Azerbaijan through the prism of various methodological approaches. The study is based on cognitive, socio-cultural, psychological, pedagogical and integrated approaches, which make it possible to identify the mechanisms and tools for the development of creativity in students. The article discusses the features of students' thinking in conditions of movement, including flexibility, emotional receptivity, adaptability and interdisciplinary perception of information. The focus is on methods for developing creative thinking, such as interactive learning, project activities, creative tasks, the use of digital technologies and psychological support.  Examples of successful educational initiatives in Azerbaijan aimed at supporting students who have survived forced displacement are given. Adaptation programs, educational camps, international grants and support for youth startups are considered. In conclusion, the importance of a systematic and integrated approach in educational programs is emphasized, which contributes not only to the successful adaptation of students, but also to their further professional growth. The development of active and creative thinking in this category of students plays a key role in the formation of competitive specialists and the development of society as a whole.

Keywords: Students, movement, creative thinking, adaptability.    

CITATION: Guiyeva Arif, J. (2025). Ways and means of developing active and creative thinking among students who  have lived  their lives in conditions of displacement in Azerbaijan.J-EDUCAT: Journal of Educational Studies, 3(1), 414-420.   https://doi.org/10.5281/zenodo.15512409

Early Published: 25.05.2025

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