The purpose of this study is to examine the disaster literacy of prospective primary school and social studies teachers in relation to gender, department, grade level, prior disaster-related coursework, participation in disaster-related activities, and disaster experience. A descriptive survey design, a quantitative research method, was used in the study. The study group consisted of 322 prospective teachers, including 149 from the social studies education program and 173 from the primary school education program. Data were collected using the “Participant Information Form” and the “Disaster Literacy Scale.” The data were analyzed using t-tests and ANOVA. In conclusion, prospective teachers' disaster literacy was above average. While no significant difference by gender was observed, those who had taken disaster-related courses and participated in disaster-related activities had higher disaster literacy. The disaster literacy of prospective social studies teachers was significantly higher than that of their primary school teaching counterparts. A significant increase in disaster literacy was also observed as prospective teachers' grade levels advanced in both programs. Additionally, prospective teachers who had experienced disasters demonstrated higher levels of disaster literacy compared to those who had not.

The primary goal of this research is to demonstrate how museums and historical sites are used in social studies instruction and to thoroughly explore classroom teachers' perspectives on this practice. Using a case study approach, one of the qualitative research methods, the study involved 10 classroom teachers from different socio-economic regions during the 2024–2025 school year. Data were gathered through semi-structured interviews and analyzed with content analysis. The findings reveal that teachers see field trips to museums and historical sites as helping students understand historical concepts better and promoting long-term learning by making these concepts more concrete, while also significantly contributing to social studies instruction. Additionally, it was found that careful planning before trips and the use of digital technologies improve the quality of education. However, challenges such as security concerns, transportation issues, and organizational difficulties limit teachers. Despite these operational challenges, the strong positive effect of field experiences on student engagement suggests that the educational benefits outweigh the logistical problems. Overall, the study shows that place-based learning can not only support but also transform social studies teaching by shifting from a traditional classroom setting to a more interactive, experience-based approach.

This study aims to evaluate how well undergraduate music education students can perform melodies from the Ministry of National Education’s middle school music textbooks for grades 5 through 8, using instruments they learned in the school instruments course offered at various grade levels. Additionally, the research examines students' perspectives on the school instruments course, with a focus on baglama and guitar instruction. Designed as a single-case study within a qualitative research framework, the study involved 13 fourth-year undergraduate students from the Department of Music Education at a state university's Faculty of Fine Arts Education. These participants were selected through criterion sampling, a purposive sampling method, and had successfully completed the school instruments course. Data collection included a performance rating rubric and a semi-structured interview form, both developed by the researchers and validated by experts. Performance assessments were conducted by two field experts. Data from the rating rubric were analyzed using scores and averages, while interview data were analyzed through descriptive content analysis. The results showed that students generally held positive attitudes toward the course, but their performance levels were comparatively low.