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The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers' epistemological beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.

This is a qualitative study analyzing the effect of Turkish culture on Kosovo education system within the framework of hidden curriculum. In terms of methodology, it is a case study collecting data by means of interviews, observations, and document analysis. A combination of descriptive and content analysis techniques was used in data analysis. The research showed that Kosovo Turks possess the identity consciousness necessary to conserve their culture. The language, culture, and identity, which are the key stones of culture, are present in the young generation, as well as in the middle aged and the elderly. The study revealed various hidden curriculum elements showing the effect of Turkish culture on Kosovo education system. The main finding of the study is that cultural transmission takes place in hidden curriculum through "teachers," "in-class and extensive activities," and "course books." The study concluded that Kosovo Turks, who have suffered intense pressure from different ethnic groups in the educational, social, and political spheres so far, now show serious commitment to their culture. This is indicative of that Turkish culture will be transferred to the younger generations in the future.

One of the factors those constitute the basis of education is the used methods and technics in teaching. Therefore, in the use of teaching methods and technics the attitudes of teachers is a very important fact. In our age pursuing the technologies and providing the proper learning environment becomes possible through the used method and technic. In this study it is aimed to examine attitudes of teachers who work in Kosovo in Turkish teaching; it is aimed to examine their attitudes regarding to teaching principles and methods according to several variables. For this there held interviews with 107 teachers who work in cities and villages of Kosovo and to specify the teachers' attitudes regarding teaching principles and methods, the measuring tool which is developed by Ocak et al. (2012), and which consists of 29 articles and 4 sub dimensions have been used. As the result of analysis, it has been seen that there were significant differences in the attitudes of teachers regarding some variables. As to gender there appear differences only in the sub dimension of traditional methods. There does not emerge differentiations according to teachers' branches. The seniority of teachers impresses their seniority in all sub dimensions. There appear differences in the sub dimensions of factors impressing the method and alternative methods and technics according to the graduations of teachers. There appear differences only in the sub dimension of alternative methods and technics according to age groups of teachers. There appear differences in the sub dimension of the factors impressing the method and alternative methods and technics according to the graduation years of teachers.

The aim of this study is to adapt ICT integration approach scale to Kosovo culture, which measures ICT integration approaches of university faculty to teaching and learning process. The scale developed in Turkish has been translated into Albanian to provide linguistic equivalence. The survey was given to a total of 303 instructors [161 (53.1%) females and 142 (46.9%) males] for the Confirmatory Factor Analysis of the scale. In the first analysis of the scale, fit indices were obtained in support of 3 factors. However, as a result of 4 different modifications made between 8 items, excellent values were obtained for some of the fit indices. For criterion validity, statistically significant differences were found, in terms of the cognitive and cultural dimensions, between the users who do not use technology or use it very limited and the users who often use technology in the teaching and learning process. As a result of Cronbach's Alpha analysis in the context of internal consistency of the scale, high reliability values have been obtained both in the dimensions of traditional, cognitive and cultural integration and throughout the scale. It has been determined that all items are discriminators as a result of the analysis made by the upper group and lower group technique for item discrimination. Results show that the scale supports the 3 factors in Kosovo culture as well and can be used to determine in what context instructors integrate technology in their teaching and learning process.