Education is a process that lasts throughout the life of the individual, from the moment he/she opens his/her eyes to the world until his/her death, and that starts first in the family and then continues at school. This process, combined with cultural and social dimensions, is a concept that is with us throughout life. In short, it can be expressed as ‘Education is life itself’. The development and maturation of the individual is only possible through education. Education is an important factor shaping the individual's mindset and behaviour. In the teaching of history lessons in Turkey, the use of historical novels plays a major role in the transfer of historical subjects. These novels are an important tool for teachers in transferring our deep-rooted history to new generations, enabling students to gain effective learning gains and gain permanent knowledge by instilling a love of history. In this direction, History teachers in our country use various teaching methods and techniques in order for students to participate actively in the lesson and to realise meaningful learning. These methods aim to contribute to the cognitive development of students by developing their high-level thinking skills. Since history lessons generally contain abstract concepts, it is very important for teachers to use different materials in order to keep students' attention alive. In this context, especially historical novels appear as an important tool in history teaching today. Historical novels make it easier for students to understand the concepts of historical time and space by concretising them. In addition, these novels develop students' critical thinking skills by enabling them to distinguish between reality and fiction. In addition, historical novels help students to gain reading habits and thus make the learning process more permanent and comprehensive.

In individuals with traumatic experiences, social support and self-compassion are important for the physical and mental health of individuals at risk of deterioration in the healing process. This study aimed to determine the mediating role of perceived social support in the relationship between childhood mental traumas and self-compassion. The sample consisted of 348 students at Aydın Adnan Menderes University Faculty of Education. The relationships between variables were examined by Spearman correlation and hierarchical regression analysis. Path analysis regarding the mediating effect of perceived social support was conducted with Mplus program. Significant relationships were found between the study variables. While there was a negative and significant relationship between perceived social support and childhood traumas, there was a positive and significant relationship with self-compatibility. Similarly, self-sensitivity and childhood traumas were negatively related. There was an indirect and significant effect of the support received from a special person on the effect of childhood psychological traumas on self-compatibility. The study is thought to provide a theoretical framework for future studies on self-compassion, which is a relatively new concept. It is believed that it may be a resource in psychosocial intervention programs to support university students.

It is aimed to determine whether there is a significant difference between teachers' attitudes and self-efficacy towards inclusive education and the entrepreneurial characteristics of the school principals they work with. The population of the study consists of 6367 teachers working in public and private schools in Isparta in the 2023-2024 academic year. The sample consists of 585 teachers selected through convenience sampling. In the data collection process of the study, the School Principal's Entrepreneurial Competencies Scale developed by Köybaşı (2016), the Teacher Attitude Scale towards Inclusive Education developed by Kielblock (2018) and the Teacher Self-Efficacy Scale towards Inclusive Education were used. It was concluded that the scales were highly reliable and had significant validity. Correlation analysis and regression analysis were used in statistical analyses. As a result of the research, it was seen that school principals’ entrepreneurial characteristics positively affect teachers’ attitudes towards inclusive education and their self-efficacy at a moderate level. It was concluded that school principals’ entrepreneurial characteristics predicted 25% of teachers’ attitudes towards inclusive education and there was a positive moderate relationship between them, and school principals’ entrepreneurial characteristics predicted 31% of teachers’ self-efficacy towards inclusive education and there was a positive moderate relationship between them.

This study aims to examine how BİLSEM mathematics teachers integrate Design Thinking (DT) approach into their educational processes and the effects of this approach on their professional development. The study was carried out with five mathematics teachers working in different BİLSEM institutions supported by the European Union IPA program and taking part in the “Gifted Education for Society 5.0” project. In the study, a qualitative research design was used. In addition to the semi-structured interview form as a data collection tool, researcher observations and research diary were also used to collect data. The data were analyzed using content analysis and the participants' views were categorized into themes. The findings revealed that teachers had limited knowledge about the DT approach before the training, but after the training, they made significant gains in personal development areas such as creative thinking, empathy, systematic thinking and professional development areas such as project-based learning, giving feedback, and working with groups. In addition, it was observed that they empathized more strongly with students and carried out individualized and enriched mathematics teaching activities. These findings suggest that DT provides innovative contributions to teaching processes by improving teachers' pedagogical competencies and can be used as an effective method in teacher education.