Eurasian Education & Literature Journal

ONTOLOGICAL AND EPISTEMOLOGICAL FOUNDATIONS OF EDUCATION IN THE CONTEXT OF EDUCATIONAL PHILOSOPHY

Ömer BOZTEPE — 2025-07-21

Educational philosophy is a comprehensive field of inquiry that aims to understand and explain the fundamental nature of education; in this respect, it encompasses a wide range of concepts, theories, and paradigms. Ontology and epistemology, which ensure the integrity of philosophy, also play a critical role in the holistic consideration of the nature and essence of education within the context of educational philosophy. The ontology of education stands out as a domain that examines the individual’s developmental process, the structural characteristics of the era and society in which they live, as well as the qualities of the educator. The epistemology of education, on the other hand, focuses on the processes of acquiring knowledge, the act of learning, and the theoretical approaches that explain these processes.Emerging from the intersection of education and philosophy, educational philosophy utilizes the ontology and epistemology of education in determining the aims and objectives of educational processes, in creating learning environments suitable for the needs of the individual and society, and in evaluating the impact of different educational approaches on learning processes. The main purpose of this study is to define educational philosophy and to elucidate the concepts, theories, and paradigms that arise within the framework of educational philosophy from the perspectives of the ontology and epistemology of education, thereby revealing the relationship between the human being, the educator, and the learner.

EVALUATION OF TEACHERS’ OPINIONS ON SCHOOL PRINCIPALS’ VIRTUOUS LEADERSHIP BEHAVIORS

Esma ÖZEN — 2025-07-21

In general terms, leaders who possess virtuous leadership qualities can be defined as individuals who distinguish between good and bad, act sensitively towards people in their organization with a sense of justice, and closely address issues and needs. This study aims to examine teachers’ opinions regarding the virtuous leadership behaviors of school principals. Using a qualitative research method, interviews were conducted with 18 teachers in the Kızıltepe district of Mardin province and the Gölbaşı district of Adıyaman province. Data were collected through a semi-structured interview form and analyzed using descriptive analysis. The findings reveal that teachers define virtuous leadership with values such as justice, honesty, empathy, and reliability. The study indicates that in schools where principals exhibit virtuous leadership behaviors, motivation, collaboration, and success increase, whereas in their absence, distrust and inefficiency emerge. Additionally, it was determined that the virtuous behaviors of school principals positively impact the school climate. The study offers recommendations for educational management policies and leadership training programs.

TEACHERS’ SELF-EFFICACY ATTITUDES TOWARDS INCLUSIVENESS

Murat ASLAN — 2025-07-21

The perception of self-efficacy is an important topic regarding the pedagogical approaches of teachers and the effects on inclusive education. It is emphasized that teachers with high self-efficacy perceptions conduct a more effective teaching process by considering the individual needs of students. Especially in inclusive classrooms, it is stated that teachers' self-efficacy perceptions contribute to their increased effort towards students and the use of appropriate teaching techniques. While it is expressed that teachers who have received training in inclusive education have high self-efficacy beliefs, and those who have not received such training possess lower beliefs, some studies argue that there is no significant relationship between them. This situation highlights the importance of the qualifications and quality of education of teachers who have received training in inclusive education. It is emphasized that more research is needed to understand the effects of teachers or teacher candidates receiving inclusive education on educational processes. Such examinations can contribute to teachers' professional development and the quality of education offered to students. In particular, strategies to enhance teachers' self-efficacy perceptions may help achieve more effective results in inclusive education. In this study, the importance of self-efficacy perception levels and inclusive education competence levels of classroom teachers who actively provide inclusive education were evaluated.

INVESTIGATION OF TEACHER CANDIDATES' LIFELONG LEARNING TENDENCIES

ALİ ÇELİK — 2025-07-21

The rapid change and transformation of information and the increasing diversity of information-sharing networks demonstrate that learning is not limited to educational institutions and that lifelong learning has become a necessity. The emergence of concepts such as distance education, mobile learning, and e-learning allows individuals to easily access information resources from diverse geographies. This supports lifelong learning processes and enables individuals' continuous development. In this context, determining lifelong learning tendencies is crucial for individuals to become effective and successful lifelong learners. The purpose of this study is to examine teachers' lifelong learning tendencies. This study will contribute to the development of strategies that can help teachers achieve continuous improvement in their education processes. The study is expected to provide valuable information for education faculties that train teachers, school administrators, and teachers. Furthermore, the findings are intended to contribute to the Ministry of National Education's in-service training programs and raise teacher awareness.

CONTENT ANALYSIS OF ACADEMIC STUDIES ON THE RELATIONSHIP BETWEEN EARTHQUAKES AND EDUCATION

AYŞE BİRHANLI — 2025-07-21

This study aims to conduct a content analysis of academic research on the relationship between earthquakes and education in Türkiye. A total of 25 academic publications published between 2010 and 2025 were systematically reviewed and thematically categorized. The findings reveal that most studies focus on the awareness levels of pre-service teachers and students, while the behavioral, pedagogical, and psychosocial dimensions of disaster education remain largely underexplored. It was identified that earthquake-related topics are addressed superficially in curricula and that pre-service teacher education lacks structured content on disaster pedagogy. Moreover, there is a significant shortage of research addressing vulnerable groups such as individuals with disabilities, migrant students, and those in rural areas. Strengthening the resilience of the education system against disasters requires interdisciplinary and inclusive approaches developed through collaboration among policymakers, educators, and researchers. By mapping current research trends, this study offers both scientific insight and practical contributions to the field of disaster education.

TEACHERS OPINIONS ON STUDENTS SOCIAL MEDIA ADDICTION

Abdullah ÖZEN — 2025-07-21

This study aims to examine students' levels of social media addiction, as observed by teachers, and the effects of this addiction on academic achievement, psychological well-being, and social relationships. Adopting a qualitative research method, interviews with 21 teachers were evaluated through thematic analysis. The findings revealed that students spend significant amounts of time on digital platforms, particularly TikTok, Instagram, and YouTube, and this habit negatively impacts their academic performance, attention spans, and peer relationships. It was observed that excessive use of social media leads to more prevalent psychological problems such as lack of self-confidence, feelings of loneliness, increased stress, a tendency for constant comparison, and cyberbullying. Additionally, it was identified that there is a lack of institutional and sustainable strategies in schools to combat social media addiction, with teachers trying to guide students through individual efforts. The study concluded that integrating digital media literacy into educational curricula, enhancing teachers' digital guidance competencies, and strengthening collaboration between families and schools are of significant importance.