Multiculturalism has become a crucial part of education in most countries and Türkiye since global migrations are constantly increasing. However, multicultural education is still being discovered by teachers and educators. Therefore, this study examined early childhood teachers’ beliefs and practices through multicultural education in Türkiye. The study was designed as a qualitative study in which multiple case studies design was utilized for investigation. All six participants were selected by purposive sampling and working with 5-6-year-old children from different countries. Data was collected through semi-structured interviews, and inductive content analysis was utilized to analyze the collected data. The findings indicated that teachers are not aware of the meaning of multiculturalism and multicultural education. Teachers were not prepared to teach culturally diverse children. In addition, they believe that instead of preparing the classroom for children with different funds of knowledge and adapting the curriculum for them multicultural children should adapt to the current educational system. Finally, teachers claimed the language barrier is the biggest issue they had to cope with, and they use online translators, older siblings going to the same school as interpreters, and body language to solve this problem.

Dyslexia, a neurological learning disability, presents difficulties in accurately pronouncing words, spelling, reading fluently, and comprehending written text. Given that prospective teachers in education faculties will inevitably interact with students who have dyslexia, it becomes crucial for these future educators to possess appropriate knowledge and beliefs about this condition. This study's primary objective was to explore prospective teachers' knowledge and beliefs regarding dyslexia, considering various factors. Employing a quantitative survey design, the research employed convenience sampling to select a sample of 954 prospective teachers enrolled in Niğde province during the fall semester of the 2021-2022 academic year. Data collection involved using a "Personal Information Form" and a "Dyslexia Knowledge and Belief Scale." Gender and the presence of a family member diagnosed with specific learning disabilities were subjected to statistical analysis using t-tests. In contrast, grade level and field of study were evaluated using one-way analysis of variance (ANOVA). Subsequently, the findings were interpreted. The outcomes indicated that female prospective teachers and those with a relative diagnosed with specific learning disabilities exhibited greater knowledge and stronger beliefs about dyslexia. Moreover, prospective teachers at the fourth-grade level and those pursuing special education-related courses demonstrated a higher level of understanding and more positive beliefs concerning dyslexia. The study examined their knowledge and beliefs and concluded that prospective teachers generally displayed insufficient understanding and beliefs about dyslexia.

This study aimed to determine the problems experienced by music teachers working in public education centers. The research is a case study within the framework of the qualitative research approach. The study group of research is 10 music teachers, 6 females and 4 males, working in public education centers in Trabzon province. Participants were selected voluntarily using the convenience sampling method, which is one of the nonprobability sampling types. The data were obtained through semi-structured interview questions developed by the researchers, and expert opinions were obtained. A voice recorder was used during the interviews, and the conversations were converted into written text and analyzed by the content analysis method. The findings are presented in tables and supported by direct quotations from the participants' statements. According to the results of the research, the problems experienced by teachers are grouped under 4 main themes. These are the regulations of the public education center the lack of infrastructure and materials of the institutions, the negative attitudes and behaviors of the administrators, and the problems arising from the students. These themes also consist of subcategories within themselves. Suggestions were made in line with the findings of the study.

This study aims to compare the structural features and program contents of educational administration doctoral programs in Türkiye and Canada, both of which are ranked among the top 1000 universities in the 2023 Academic Ranking of World Universities (ARWU) list. This study is an example of comparative educational research as it aims to identify, compare, and analyze similar and different characteristics of the selected doctoral programs in Canada and Türkiye. The study sample consists of six universities, three from Türkiye (n=3) and three from Canada (n=3), selected by the stratified purposeful sampling method and positioned at different points in the ARWU ranking system. Therefore, the University of Toronto, the University of Alberta, and the University of Saskatchewan from Canada; and Hacettepe University, Ankara University, and Ege University from Türkiye, formed the study sample. The data was collected through the document analysis method and analyzed using the descriptive analysis method. Firstly, online information and documents were obtained from the official websites and graduate admission units of the doctoral programs at the selected universities. Secondly, the selected doctoral programs in Türkiye and Canada were analyzed by comparing their admission requirements, degree requirements, and offered academic courses. The results revealed similarities and important differences between the selected doctoral programs in the two countries. Considering educational administration doctoral programs at the top-ranked Canadian universities, this study suggests potential innovations that could be implemented to establish successful and outstanding educational administration doctoral programs in Turkish universities.

This study explores the acquisition of sustainable consumption behavior among secondary school students by investigating their perceptions of values such as responsibility, sensitivity, and saving within the Social Studies curriculum. The research employs an interpretive (hermeneutic) approach within qualitative research methods. The study involved 205 students enrolled in secondary schools in the Antalya province during the fall semester of the 2023-2024 academic year, selected through the convenience sampling method. To gather data, the researchers administered the “Metaphor Form for Sustainable Consumption Values of Secondary School Students.” Through this form, students were prompted with three questions structured as “Responsibility / Sensitivity / Saving is similar to...” followed by “...Because...” The collected data underwent content analysis to discern students’ perceptions. The study’s findings indicate that students predominantly associated the value of responsibility with metaphors such as duty, homework, mother, life, and father. Likewise, the value of sensitivity was expressed through metaphors encompassing empathy, help, mothering, respect, love, and kindness. Additionally, the value of saving was predominantly associated with metaphors involving water, money, father, and piggy bank. However, a noteworthy observation emerged as students struggled to establish a connection or relationship between these values and the concept of sustainable consumption. In light of this, the study recommends incorporating the concept of sustainable consumption into the content of the social studies course, specifically emphasizing its relevance to the values of responsibility, sensitivity, and saving. This suggestion aims to enhance students’ understanding and awareness of the interconnectedness between these values and sustainable consumption practices.