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ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

The primary objective of this research is to ascertain the manner in which higher education institutions offering open and distance education incorporate the concept of openness into their vision, mission, core values, and tactics. This study employs a descriptive research design to ascertain the current state of affairs. The research methodology employed in this study involves document analysis. The study used a purposive sampling technique for the selection of participants. The key factors for purposive sampling are the existence of purpose, vision, core values, and strategic plans for the year 2018 and beyond, as well as the geographical diversity of the universities, as shown on their respective websites. In this study, we conducted an examination of the vision, mission, core values, and strategic plans presented on the websites of 13 colleges. The data collected from these sources was subsequently analyzed using the content analysis method. The present study aimed to analyze and elucidate the notions of vision, mission, and core values as depicted on university websites, utilizing frequency values. Furthermore, it has been ascertained that the notion of openness in the strategic plans of the institutions was delineated through 10 distinct themes, each encompassing several claims. The identified themes encompass various aspects of openness within the educational context. These themes include "openness in pedagogy and open admission policies," "openness in stakeholders," "openness in technology," "openness in management-governance," "openness in sustainability," "openness in social contribution," "openness in research," "openness in global competition," "openness in ethical issues," and "openness in future predictions."