Understanding Failure Through Subjective Lenses: A Typology of Student Perspectives

The Teacher Profession Act, which came into effect in Turkey in 2024, marked the beginning of a new era in teacher training and employment. From now on, teacher training and employment will be carried out through the National Education Academy, which will be established in accordance with the law. This new application has particularly affected education faculty students. At this point, the main objective of the research is to reveal the perceptions of education faculty students towards the National Education Academy. Conducted according to qualitative research methodology, the data in this research was obtained from interviews with education faculty students. The study group of the research was determined according to criterion sampling and convenience sampling, which are purposeful sampling methods. The study group consisted of 183 final-year students enrolled in the education faculty of a state university in Turkey in the fall semester of 2025-2026. The data obtained in the research were analyzed using the content analysis method, one of the qualitative data analysis methods. The research findings show that very few final-year education faculty students have a positive perception of the National Education Academy. These students perceive the National Education Academy as a structure that enables teacher development, an effective structure for teacher selection, and an alternative structure for teacher selection. On the other hand, the findings also show that most final-year education faculty students have negative perceptions of the National Education Academy. These students perceive the National Education Academy as a structure that destroys their hopes of entering the profession, an unfair structure, a structure that renders education faculties dysfunctional, a structure that lowers the status of the profession, a structure that delays entry into the profession, an ineffective structure, a structure that harbors uncertainties, and a structure that harbors difficulties. The research provides decision-makers with important insights regarding the future and desirability of education faculties.

Reviewed by: Undocumented Latino College Students: Their Socioemotional and Academic Experiences by William Pérez, Richard Douglas Cortés Cecilia Rios-Aguilar William Pérez and Richard Douglas Cortés. Undocumented Latino College Students: Their Socioemotional and Academic Experiences. El Paso, TX: LFB Scholarly Publishing, 2011. 186 pp. Cloth: $65.00. ISBN: 978-1-5933-2393-6. In 1982, the U.S. Supreme Court ruled (in Plyler v. Doe) that undocumented children could attend public schools regardless of their immigration status (Olivas, 2012). The population of undocumented youth in the United States is substantial—approximately 2.1 million (Batalova & McHugh, 2010). This group is growing up with protected legal access to public education from kindergarten to high school. However, for these undocumented students, the transition to college and to the job market involves leaving the legally protected status of K-12 students and taking on adult roles that require legal status as the basis for participation (Gonzales, 2011). This switching among contexts makes for a tempestuous transition and has important implications for identity formation, friendship patterns, aspirations and expectations, and social and economic mobility (Gonzales, 2011). In spite of the barriers they experience, many undocumented students are now going to college. In particular, community colleges because they are conveniently located, cost much less than four-year colleges, feature open admissions, and accommodate students who work or have family responsibilities, are suited to meet the educational needs of immigrants and undocumented students who want to obtain an affordable postsecondary education, learn English-language skills, and prepare for the labor market (Teranishi, Suárez-Orozco, & Suárez-Orozco, 2011). Unfortunately, very little is known about the college experiences of undocumented students in community colleges. With some limitations, Pérez and Cortés’s (2011) book represents a timely contribution to the topic of immigration and higher education and presents a much-needed perspective on the socioemotional experiences of Latino undocumented students in community colleges. The book is well organized into six chapters. Chapter 1 states the goal of the book and describes the political and educational context that undocumented immigrants face in the United States. Chapter 2 provides a thorough literature review on students’ psychological well-being and introduces the socioemotional framework used to analyze undocumented students’ college experiences. It is worth noting that Pérez and Cortés’s (2011) literature review can be used as a teaching tool for those who are new to this topic. They provide the readers with an excellent overview of the available scholarship on undocumented students and higher education. Furthermore, the comprehensive review provides background information on the contexts (e.g., economic and institutional) that affect undocumented students in higher education and particularly the struggles that these students encounter due to their immigration status both in and out of educational settings. They also describe the study’s two-part methodology: (a) survey data from 37 undocumented students, (b) 24 student interviews, and (c) in-depth interviews with eight community college personnel. Chapter 3 presents the narratives of undocumented students who experience feelings of shame, anger, despair, marginalization, and uncertainty stemming from discrimination, anti-immigrant sentiment, fear of deportation, and systemic barriers (e.g., ineligibility for financial aid and unwelcoming and unsupportive environments). Take, for instance, the stories of Jacinto and Esperanza who often feel “a sense of humiliation and voicelessness due to their undocumented status” (p. 50). They constantly expressed how difficult and shameful it is not to have a driver’s license to prove their identity. Esperanza describes how depressed she gets when she thinks about graduating from college because she will not be able to work in her desired field. All of her hard work has brought her academic success in college, but her narrative ends with her not being able to get a job where she could use her college degree. Chapter 4 highlights the important role that institutional agents play in buffering these students’ negative college experiences. The authors found that, despite moments of despair and an uncertain future, rather than becoming dejected, [End Page 429] undocumented Latino students reframe their circumstances in positive terms. Chapter 5 elaborates on the institutional perspective of undocumented students. Community college personnel interviews reveal that...

Clinical education plays a crucial role in nursing students' learning process, where they apply theoretical knowledge and develop their professional identities. However, experiences of incivility encountered during this process can negatively impact students' psychological well-being, academic performance, and professional motivation. This study explored incivility among Turkish nursing students and examined the potential consequences. A descriptive qualitative study design was used. This descriptive qualitative study was conducted between 11.03.2025 and 30.03.2025, involving 19 nursing students from the nursing program at a state university in Turkey. Data were collected through face-to-face interviews, and thematic analysis was employed to analyze the data. The data analysis yielded four primary themes and five subthemes: (I) Types of Incivility, (II) Effects of Incivility, (III) Coping Strategies, and (IV) Solutions and Suggestions. The experience of uncivil behavior during clinical practice significantly affected students' academic performance and professional career development. Beyond documenting experiences of incivility, the findings demonstrate how repeated low-intensity uncivil behaviors cumulatively undermine nursing students' professional identity development, learning engagement, and willingness to provide holistic patient care.

Studies of psychological contract as part of organisation‐individual agreements have become important in recent years. This study determines views, about the psychological contract, of academic and non‐academic staff and managers in faculties of education in Turkey. A total of 442 employees at 11 state universities in Turkey were included in the research. ‘Psychological Contract Inventory’ and ‘Psychological Contract Measures’, designed by Rousseau were utilised during the development process of the data‐gathering tool. After the adaptation work, the scale consisted of 68 items under three sections and seven subscales. The results showed that academic staff and executives considered that their university carried out its obligations towards the staff at a ‘moderate’ level, whereas the non‐academic staff considered it ‘insufficient’. The academic and the non‐academic staff considered that the employees carried out their tasks at a ‘maximum’ level, whereas the executives considered it ‘moderate’.

The present study aimed to determine whether using culture-themed documentaries in Turkish teaching of B2 level international students has effects on the development of guided writing skills. The study had an action-research design, which is one of the qualitative study approaches. The study group consisted of 12 international students at the B2 level who learned Turkish in the 2022-2023 academic year at the Turkish Teaching Application and Research Center of a state university in Turkey. The data collection process was performed under two headings as “developing an action plan” and “implementing the action plan”. During the developing an action plan stage, the themes and documentaries to be used in the activities were determined by receiving the opinions of the experts. In the next step, guided writing activities were prepared in line with the writing acquisitions by consulting experts. The pilot applications of the activities were performed at the Turkish Teaching Application and Research Center of a state university in Turkey. Quantitative and qualitative data collection tools were used and the developmental status of the students was monitored to interpret how the guided writing skill activities developed in the classroom environment progressed. The worksheets of the students were evaluated by using the “Guided Writing Scoring Key”, which was developed by the researchers. Students’ pre-test, application order, post-test, and permanency scores were determined with this key. Based on the findings obtained in the study, it was concluded that using culture-themed documentaries in Turkish teaching of international students improved the guided writing skill levels of the students.

Nowadays, social media tools used in all fields such as politics, health, economy, transportation, public services are also used in the learning and teaching process. The main aim of this research is to investigate academic administrators’ and faculty members’ perceptions concerning the reasons and the expectations of social media usage in the teaching and learning process. With this purpose, semi-structured interviews were carried out with 20 academic teaching faculty members from different academic units, titles, and positions at Aksaray University in Turkey. According to the findings of this research, the use of social media in the teaching and learning process was similar in terms of faculty that use or not use. In this study, both the benefits and challenges of using social media for teaching and learning purposes were identified. It has been determined that the faculty members who use social media prefer YouTube most and even the ones against find YouTube useful and use them effectively in their courses. The motives stated by the faculty that use social media were; student-centered reasons such as students’ preference to use these environments, contributing to students’ perceptions and learning, fast and effective communication with students, as well as accessibility and equal opportunities in education. Those who do not prefer to use social media claimed the students’ unethical behavior in these platforms, the difficulty of creating a traditional classroom environment, and maintaining the relationship between the learner and the teacher. As a result, in order to integrate social media tools with the teaching and learning process, it is necessary to raise awareness of faculty members and students and to use social media tools that have a code of ethics, appropriate and can be integrated into the learning environments.

BackgroundAcademic burnout is a significant concern for dental students, often resulting from prolonged stress and a lack of support in the learning environment. This study investigates academic burnout among dental students, focusing on its relationship with their perceptions of the quality of the learning environment and the mediating role of dental environmental stress.MethodsIn this cross-sectional study, 300 undergraduate dental students were recruited using a convenience sampling method in Isfahan, Iran, in 2022. Data were collected online via WhatsApp and Telegram platforms. In addition to demographic data, the Burnout Clinical Subtype Questionnaire, the Dental School Learning Environment Survey, and the Dental Environmental Stress Questionnaire were employed. Structural equation modeling was conducted using the Partial Least Squares approach to analyze the relationships among variables (p < 0.05).ResultsThe study indicated moderate levels of academic burnout (2.61/5), perceived quality of the learning environment (2.92/5), and dental environmental stress (2.80/4). The quality of the learning environment accounted for 2.8% of the variance in the dental environmental stress. The combined quality of the learning environment and dental stress accounted for 22.1% of the variance in academic burnout. Statistically significant relationships were found between the quality of the learning environment and dental environmental stress (p = 0.001), the quality of the learning environment and academic burnout (p = 0.026), and dental environmental stress and academic burnout (p < 0.001). Furthermore, dental environmental stress significantly mediated the relationship between the quality of the learning environment and academic burnout (p = 0.003).ConclusionsThe results highlighted the pivotal role of the learning environment in shaping dental students’ academic experiences, particularly concerning stress and burnout. Considering the mediating role of dental environmental stress, the findings emphasize the need for supportive, well-structured, and engaging learning environments.

هدفت الدراسة إلى التعرف على واقع استخدام طلبة التربية العملية بکليتي التربية جامعة الکويت والتربية الأساسية بالهيئة العامة للتعليم التطبيقي والتدريب للحاسوب وتطبيقاته في التدريس في مدارس التعليم العام التابعة لوزارة التربية في دولة الکويت، والوقوف على أهم الصعوبات التي تحد من استخدامه، والمقترحات التي تزيد من فعالية الاستخدام. ولأجل ذلک صممت أداة للدراسة عبارة عن استبانة؛ تکونت من (43) بندا وزعت على ثلاث محاور، وقد طبقت على عينة عشوائيا عددها (490) طالبة من طلبة التربية العملية اللاتي يقمن بالتربية العملية في مدارس التعليم العام للمرحلتين الابتدائية والمتوسطة في دولة الکويت، في الفصل الدراسي الثاني من العام الدراسي 2016/2017. وکشفت النتائج أنه يتم استخدام الحاسوب في التدريس بدرجة متوسطة تعادل وزن نسبي مئوي (72.3%). وأن هناک مجموعة من الصعوبات التي تواجه ذلک؛ أشار (81.3%) من العينة أنها بدرجة کبيرة. وقد وافق (90.7%) من أفراد العينة على أن المقترحات المقدمة لتفعيل استخدام الحاسوب في العملية التدريسية، مهمة بدرجة کبيرة. وقد تبين وجود فروق ذات دلالة إحصائية عند مستوى (0.05) فيما يتعلق بآراء العينة حول وجود الصعوبات التي تحد من استخدام الحاسوب التعليمي تبعا لمتغير التخصص الأکاديمي لصالح طلبة التخصصات الأدبية، وتبعا لمتغير المرحلة الدراسية لصالح المرحلة الابتدائية. کذلک وجود فروق ذات دلالة إحصائية فيما يتعلق بالصعوبات التي تحد من استخدام الحاسوب التعليمي وفي المقترحات التي تفعل من استخدام الحاسوب في مجال التدريس تبعا لمتغير الکلية؛ لصالح طالبات کلية التربية الأساسية. کما تبين عدم وجود فروق ذات دلالة إحصائية بين متوسطات العينة في جميع المحاور تبعا لمتغير المنطقة التعليمية. الکلمات المفتاحية: استخدام الحاسوب التعليمي، التدريس، طلبة التربية العملية. Abstract The study aimed to identify the reality of the use of practical education students in the two faculties of education, Kuwait University and basic education in the General Authority for Applied Education and Computer Training and its applications in teaching in the general education schools affiliated to the Ministry of Education in Kuwait and to find out the main difficulties that limit its use and suggestions that increase the effectiveness the use. For this purpose, the study tool was designed as a questionnaire. It consisted of (43) items distributed on three axes. It was applied to a random sample of (490) students from practical education who practice practical education in general and intermediate schools in Kuwait. The second semester of the academic year 2016/2017. The results revealed that the computer is used in teaching at a medium level equal to the percentage of relative weight (72.3%). And that there are a number of difficulties facing this; 81.3% of the sample indicated that they are very large. 90.7% of the respondents agreed that the proposals made to activate the use of computers in the teaching process are very important. There were statistically significant differences at (0.05) with regard to the opinions of the sample on the existence of difficulties that limit the use of the educational computer according to the variable of academic specialization for the benefit of students of literary disciplines, and according to the variable of the school stage in favor of the primary stage. There are also statistically significant differences with regard to the difficulties that limit the use of the educational computer and in the proposals that are used by teaching students in practical education. Depending on the college variable, in favor of students of the Faculty of Basic Education. There were also no statistically significant differences between the sample averages in all axes according to the variable of the educational area. Keywords: computer use, teaching, practical education students.

In the context of sustained growth and diversification of Higher Education Systems, civil society is increasingly concerned about the quality of programmers offered to students. As a result, there is an increase in public assessments and international comparisons of Higher Education Institutions, not only within the higher education sector but in the general media (OECD, 2008). However, evaluation methods tend to overemphasize research and the use of research performance as a yardstick of an institution’s value. Although this is very paramount in academia, it has got insignificant contribution to the quality of graduates who precede from such breeding grounds. There is need to appreciate the fact that the quality of graduates is largely determined by the way they are taught thus calling for a rationalized intended approach to the evaluation of the quality of teaching and learning in higher education institutions (Kaneko, 2008). The current study investigated the quality of teaching in Bishop Stuart University in Uganda with the aim of encouraging practices that could enhance the quality of teaching and thereby checking the quality of graduates. The study adopted a cross sectional comparative study design using both quantitative and qualitative research approaches. This study was conducted at Bishop Stuart University (BSU), Mbarara in the Faculty of Education where a comparison of the teaching and learning process of students in two programme sessions of study (recess or distance learning and regular sessions) was carried out. Randomized samples of 362 out of a population of 1501 and 78 out of a population of 201 students were obtained from both the regular and recess sessions respectively for the quantitative data. An evaluation was done of the teaching and learning process in the two programme sessions in the classes taught by the same lecturers using the same instrument which had 9 items related to lecturers’ punctuality, attendance, mastery of subject content, teaching methods, enthusiasm and commitment, lecturers’ being dependable and approachable, respect and meaningful feedback. The findings thereof were mutually exclusive; it was found that the lecturers from students of the regular programme had very good scores whereas from students of recess or distance learning programme, the same lecturers had low scores. This finding compelled the researchers to find out why this was so. They thus conducted a Focus Group Discussion (FGD) and three Key Informants’ Interviews (KIIs) which revealed that the programme session conditions and terms of work affected the teaching and learning processes. It was concluded that under a given outlay of conditions, the same lecturers performed differently. It was thus recommended that using both qualitative and quantitative data approaches, there should be continuous student evaluations in ensuring effective teaching and learning, particularly for students in higher institutions of learning.Keywords: Higher education institutions, student evaluation, teaching and learning.

This study aims to investigate preschool and primary school preservice teachers’ knowledge and awareness of early literacy skills. Basic qualitative research approach was applied and data were collected through interview forms. A total of 158 preservice teachers (78 preschool preservice teachers and 80 primary school preservice teachers) attending the faculty of education at a state university in Turkey participated in the study. Data obtained from the participants were content analyzed. The results revealed that preservice teachers studying at both departments are familiar with early literacy skills while they have limited knowledge of its content and sub-skills. It is also found that most of the preschool preservice teachers define early literacy as letter recognition and pronunciation, school readiness and learning how to read and write at an early age; and primary school preservice teachers as learning how to read and write at an early age. Since preservice teachers representing both groups have misconceptions about the concept of early literacy, it would be appropriate to organize courses that offer examples of classroom practices concerning early literacy skills for preservice teachers attending the undergraduate program

The purpose of the current study is to investigate the comparisons between faculty and special education teachers' views of the use of augmented reality with learners with intellectual disabilities. In recent years, the Saudi education minister has made many reforms to advance the use of assistive technology in the teaching of learners with intellectual disabilities. The design of descriptive research was methodologically used to gather data from a hundred and sixty-five faculty members from Taif University and ninety special education teachers from Taif schools through an electronic survey. The questionnaire is divided into two parts: the first part includes demographic variables, namely gender and academic experiences. The second part included statements that focused on the views of special education teachers and faculty members regarding the use of AR technology for students with ID. The findings showed that faculty have more agreeable perceptions compared to special education instructors in Saudi Arabia. Also, there was a significant impact on special education teachers' perceptions of using augmented reality for students with intellectual disabilities based on gender. However, years of teaching experiences did not impact the special education teachers and faculty perceptions of using augmented reality with students with intellectual disabilities. Thus, the implication of the study recommends that special education teachers and faculty members should be more exhibited in training courses emphasizing raising awareness on the utilization of augmented reality for students with intellectual disabilities within general and university education.

This research uses a qualitative approach and a literature study. The purpose of this study was to analyze the influence of the student learning environment on students' learning motivation. The researcher collected data from this study by collecting and reviewing consistent data from previous researchers. The result of this study is the influence of the environment. The environment greatly impacts the development of students starting from the enthusiasm for learning, values, ​​and even the personality of students where the student environment consists of the family environment, community, school, and friend environment where all of these things can support student achievement and attitudes in receiving learning, the environment is part of the support so that learning can run well and get maximum results.

The development of the creative potential of individuals is considered to be one of the requirements of modern education. As in all areas, the development of students’ creative potential is also among the objectives of education programs in music education. The ability of music teachers to achieve this objective and create creative learning environments for their own students’ creative potential, is dependent on their training in such a learning environment.In this regard, one aim of this research is to develop a scale which can assess the creativity based learning environment for Major Instrument courses carried out within faculties of Education, Fine Arts Education, Music Education programs. The second aim is to evaluate using this scale, the creativity based learning environment for the Major Instrument courses carried out in the Buca Faculty of Education, Department of Music Education.The scale was developed as 5 point Likert scale and was applied to 528 students who were studying in the Faculty of Education, Fine Arts Education, Music Education Department in several universities during the 2012–2013 academic year. The data was analyzed with SPSS 16.0. Additionally, the LISREL 8.8 program was used for confirmatory factor analyses.After items distorting the factor structure were removed, the scale was left with 12 items. The scale’s Cronbach Alpha value was determined as .928. At the end of the confirmatory factor analysis the level of fit criteria were found to be; : 4.0; RMSEA: .07; NNFI: .98; CFI: .98; GFI: .94. The data show that the scale in general has an improved fit.The scale was applied to 72 students studying at the Buca Faculty of Education, Fine Arts Education, Music Education Department in the 2014–2015 academic year with the aim of determining the Major Instrument courses’ learning environments. The scale’s Cronbach Alpha value was determined as .948.Responses by students taking Major Instrument courses showed that lessons were carried out in creativity based ( =3.95) and positive learning environments ( =4.25) in which the students’ creativity was supported ( =3.73). With regard to the creativity based learning environment, Major Instrument Guitar courses presented the highest level ( =4.55) and Major Instrument Baglama course, the lowest ( =2.95).

This study examined the role of self-confidence and cognitive flexibility in psychological well-being. The study looked into whether cognitive flexibility mediates the relationship between self-confidence and psychological well-being. The study involved the participation of 284 university students (192 female and 92 male) enrolled in the Faculty of Education at a private university in Istanbul, Turkey. Data was collected via the Self- Confidence Scale, Flourishing Scale and Cognitive Flexibility Scale. The results of our multiple regression analysis revealed that self-confidence and cognitive flexibility statistically predict psychological well-being. Self-confidence and cognitive flexibility were found to explain 38% of the variance in psychological well-being. Furthermore, cognitive flexibility served as a mediator in the relationship between self-confidence and psychological well-being.

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment