Makaleler - 2025

Prof. Dr. Enisa Mede

• Cengiz, S., & Mede, E. (2025). An Autoethnographic Study on Balancing the Dualities of EFL Instruction and PhD Studies. Applied Linguistics Inquiry, 2(1), 1-7.
• Gündüz, S., & Mede, E. (2025). The Impact of Game-Based Learning on Listening and Speaking Anxiety in Young EFL Learners. Language Education and Technology Journal, 5(2), 103-120.
• Kılavuz, D., & Mede, E. (2025). Embracing the unknown and the novel: Can personality traits shape a teacher's approach to ChatGPT? Journal of Pedagogical Sociology and Psychology, 7(3), 91-107.
• Yaşar, M. Ö., & Mede, E. (2025). Can Self-Made Videos Promote L2 Speaking Skills in a MOOC-Based Flipped Classroom Model? Turkish Online Journal of Distance Education, 26(3), 144-191.
• Yaşar, M. Ö., & Mede, E. (2025). Press record to learn: Self‐made videos as a tool for self‐regulated learning in a MOOC‐based flipped classroom. Review of Education, 13(3), e70090.

Prof. Dr. Derin Atay

• Şanlı, H., & Atay, D. (2025). Evaluating professional digital competence in ELT: Insights from initial teacher education programs and pre-service teachers’ perceptions. Focus on ELT Journal, 7(2), 1–21.
• Uras Eren, E., & Atay, D. (2025). Constructing professional identities: The role of school climate in early-career university teachers. Asian-Pacific Journal of Second and Foreign Language Education, 10, 22.

Doç. Dr. Arzu Buyruk Genç

• Rmilah, H. B. M. A., & Genç, A. B. (2025). Investigating the Roles of Emotional Intelligence and Self-Esteem in Psychological Well-Being among Emerging Adults. Turkish Psychological Counseling and Guidance Journal, 15(79), 717-732.

Doç. Dr. Burçak Çağla Garipağaoğlu-Prof. Dr. Berna Güloğlu

• Garipağaoğlu, B. Ç., Güloğlu, B. & Coşkun, Y. D. (2025). Project-based mentoring and K-12 collaboration for sustainable development in pre-service teacher education. Research in Educational Administration & Leadership, 10(1), 42-87.

Doç. Dr. Burçak Çağla Garipağaoğlu

• Garipağaoğlu, B. Ç. (2025). Building organizational resilience in Higher Education Institutions: The role of mindfulness, job crafting, and trust. Participatory Educational Research, 12(2), 242 - 259. 
• Garipağaoğlu, B. Ç. (2025). Achieving Organisational Agility in K‐12 Schools Through School Mindfulness: The Role of School Social Capital as a Mediator. European Journal of Education, 60(3), 

Doç. Dr. Uğur Akpur

• N Yurtseven, S Doğan, & Akpur, U. (2025). How Do Teacher Leaders Interact with Teachers? A Qualitative Analysis from a Professional Development Program. International Electronic Journal of Elementary Education, 17(3), 383-395.
• Akpur, U. (2025). Self-Efficacy Meets Creativity: How the dual moderating roles of intrinsic and extrinsic motivation shape innovative outcomes. International Electronic Journal of Elementary Education, 17(4), 555-566. 
• Akpur, U. (2025). Metacognitive awareness and creativity: The mediating role of critical thinking. Journal of Creativity, 35(1), 100096
• Akpur, U. (2025). Bridging beliefs and learning: The mediating role of critical thinking in the relationship between epistemological beliefs and lifelong learning behaviours. Psychological Studies, 70(3):445–453

Doç. Dr. Seda Saraç

• Gülay Ogelman, H., Sarac, S., & Amca Toklu, D.. (2025). Play Behaviors and Self-Regulated Learning in Preschool Children. Asia-Pacific Journal of Research in Early Childhood Education, 19(3).
• Saraç, S., Gülay Ogelman, H. ., Sarıkaya, H. E., & Akgün, E. (2025). 48-72 Aylık Çocuklar için Öğrenmede Öz Düzenleme Testi'nin Türkçe'ye Uyarlama Çalışması. Yaşadıkça Eğitim, 39(3), 550-567.
• Gülay Ogelman, H., Kayılı, G., Sarac, S., Erbay, F., Koçer, N. K., & Önder, A. (2025). Okul Öncesi Akran Zorbalığı Ölçeği (Öğretmen Formu): Geçerlik güvenirlik çalışması. Eğitimde Yeni Yaklaşımlar Dergisi, 8(2), 107-120.
• Kolat, F. N., Tugen, S. A., Karakuş, S. N., & Saraç, S. (2025). Analysis Of the Relationship Between Screen Exposure and Aggressive Behaviors In 3–6-Year-Old Children. Çocuk ve Gelişim Dergisi, 8(16), 27-34.
• Ogelman, H. G., Sarac, S., & Kahveci, D. (2025). OKUL ÖNCESİ DÖNEMDE ÖZ DÜZENLEME VE OLUMLU SOSYAL DAVRANIŞLAR. International Journal of Current Approaches in Language, Education and Social Sciences, 7(2), 12-28.
• Sağır, S. C., & Saraç, S. (2025). Okul Öncesi Öğretmenlerin Sürdürülebilirlik Algıları ve Eğitim Uygulamaları. Ulusal Eğitim Akademisi Dergisi, 9(1), 135-149.
• Kaman, E., & Sarac, S. (2025). Okulda Öz Düzenleme Envanteri: 3-6 Yaş Grubu Çocuklar İçin Türkçe Uyarlama, Geçerlik ve Güvenirlik Çalışması. Journal of Uludağ University Faculty of Education, 38(1), 125-154.

Doç. Dr. Tugba CELiK KORAT

• Fidan, D., Çelik Korat, T.; Demirgüneş,S.; Alaca,S.; Kırömeroğlu, N. (2025). A Tool for selecting and writing texts for assessing reading: reader- friendly informative text rubric (ODBİMDEPA). Eğitim ve Bilim, 50, 43-68. Doi: 10.15390/EB.2025.14166

Dr. Öğr. Üyesi Zeynep Cömert-Prof. Dr. Yavuz Samur

• Cömert, Z. & Samur, Y. (2025). Digital educational game design: Music speed, clour and collectible item. Learning and Motivation, 92, e102186.
• Narin, S., Cömert, Z., & Samur, Y. (2025). What do teachers say about metaverse in education? Turkish Online, Journal of Distance Education, 26(3),332-345.  
• Cömert, Z. & Samur, Y. (2025). 2019’dan 2024’e çocukların oyun tercihlerinde neler değişti? Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 75, 289-305.

Dr. Öğr. Üyesi Zeynep Cömert-Dr. Öğr. Üyesi Meltem Özmutlu

• Yeşiltepe, M., Cömert, Z., & Özmutlu, M. (2025). Bilişim girişimciliği eğitiminde yapay zeka sohbet robotu entegrasyonu. Batı Anadolu Eğitim Bilimleri Dergisi, 16(2), 2942-2961.

Dr. Öğr. Üyesi Ufuk Keleş

• Keleş, U. (2025). (Re)constructed narratives of three expatriate English language teachers’ challenges in Türkiye’s K-12 Contexts. Iranian Journal of Language Teaching Research, 13(3), 1-17.
• Keleş, U. (2025). A single case study on teacher socialization: The (mis)socialization of two Turkish instructors working at a university in the United States of America. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 1415-1434.
• Keleş, U., & Yazan, B. (2025). Multimodal critical discourse analysis of family construction in locally produced high school EFL coursebooks in Türkiye. Social Semiotics. Advance online publication.
• Keleş, U., & Yazan, B. (2025). An eccentric and dialogic autoethnography of two language teacher educators as an extension of self-study paradigm. Journal of Language Teacher Education Research, 2, 78-98.
• Uştuk, Ö., Yazan, B., Üzüm, B., Akayoğlu, S., & Keleş, U. (2025). The nexus of identity, emotions, and agency in virtual exchanges between teachers from Türkiye and the US. International Journal of Applied Linguistics.
• Yazan, B., & Keleş, U. (2025). Can the Subaltern speak in autoethnography?: Knowledging through dialogic and retro/intro/pro/spective reflection to stand against epistemic violence. Applied Linguistics Review, 16(1), 243–264.

Dr. Öğr. Üyesi Ali Öztüfekçi

• Çomoğlu, H. İ., Başar, S., Öztüfekçi, A., Keleş, S., & Dikilitaş, K. (2025). A systematic review of research engagement in TESOL teacher preparation: Pathways for research-based teacher education. International Journal of TESOL Studies, 4, 1–24.
• Öztüfekçi, A., & Dikilitaş, K. (2025). A novice language teacher educator’s identity construction through Action Research. European Journal of Teacher Education, 1–21.
• Öztüfekçi, A., & Dikilitaş, K. (2025). Pre-service English-teachers’ unpacking and negotiating their language ideologies: Learning to facilitate translanguaging. Bilingual Research Journal, 1–27.

Dr. Öğr. Üyesi Dicle Akay

• Akay, D. (2025). A neuroscience perspective: The pivotal role of environment and teacher in early childhood education. Early Childhood Education Researches, 3(2), 15-34.
• Işıkcı Başkaya, G., & Akay, D. (2025). From conflict to coping: Experiences of early childhood teachers on inclusion. Erzincan University Journal of Education Faculty, 27(3), 427-436.