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Massive Open Online Courses (MOOCs) have been around for some time, but several studies highlighted different issues associated with them, including quality. The COVID-19 pandemic catalyzed their second blooming, where MOOCs have seen a surge in enrollments since March 2020. This study intended to explore how this enrollment reflected on the research studies included in scientific publications, indexed by Web of Science. Specifically, the bibliometric mapping analyses of 108 studies have revealed an ongoing trend in the countries contributing to the MOOCs research, namely USA, China, UK and Spain. Additionally, MOOCs research coming from US, UK and other western countries was decreasing before the pandemic and showed a continuous dramatic reduction also during the COVID-19 pandemic. Growing attention in MOOCs research among less represented countries was also observed. Besides, most of the topics focused on by MOOCs research during the pandemic were mainly related to education and engineering.

This research aims to develop a school improvement scale determining the current levels and obtaining data for improvement. The need for a valid and reliable scale in process-oriented school improvement studies makes this research important. Based on a sample of 1,043 teachers in Bursa in 2021, the Kaiser-Meyer-Olkin value was 0.97; the Bartlett test's chi-square value was significant. The exploratory factor analysis led the scale to consist of 33 items and 5 factors, explaining 69% of the total variance. The load values of effective leadership, school climate, teacher professional improvement, learning environment, and vision-mission varied between 0.51 and 0.98 and in the confirmatory factor analysis, with a different sample group, X[superscript 2] = 2.33 and RMSEA = 0.079. Other fit indices showed that the scale has good structural compatibility. Cronbach's Alpha coefficient showed a high level of internal consistency. Hence, this scale is a valid and reliable tool that can be applied to measure school improvement.

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the COVID-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP (Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.

The COVID-19 pandemic increase the use of distance learning while studies have shown that there is insufficient digital knowledge among students in distance leaning as they do not adequately use technology as a digital citizenship indicator, while the awareness and knowledge of digital citizenship among teachers and students remains a key criterion for improving distance learning that mainly depends on information technology. Therefore, this study comes up to examine the awareness and knowledge of students and faculty of digital citizenship in distance environment by focusing on two different higher academic institutions, namely the Al-Quds Open University (QOU) in the Palestinian territories and the University of Kyrenia (KU) in the Turkish Republic of Northern Cyprus in 2020, using interview, descriptive analysis, and Z-test Technique. The results revealed that students and faculty in both institutions were aware of the digital citizenship concepts, but lacked the in-depth knowledge and understanding of concepts such as digital rights, digital security, and digital ethics. Furthermore, the awareness and knowledge of digital citizenship among KU students are higher than QOU students. Faculty in both institutions agreed with the importance of integrating digital citizenship practices such as digital rights, digital security, and digital ethics into e-learning curriculum.

The study investigates stress and organizational climate factors affecting mental health of women school and university teachers in pre-COVID-19 and COVID-19 periods in the context of Central Asia considering the case of Kazakhstan. The results of quantitative empirical study show that the pandemic has caused an increase in perceived anxiety and depression among women teachers. Women teachers in urban areas experienced greater anxiety and depression than rural teachers. The moderation interaction predictor indicates that the effect of perceived stress becomes less negative with increased level of Material and Technical Security or Access to Technological Resources. In conditions of COVID-19 the effect of Material Technical Security/Access to Technological Resources on Mental Health becomes significant when women teachers have a better Social Climate at work. Its effect on Mental Health becomes significant when women teachers are more engaged in the decision making process with clearly defined organizational goals according to the Participatory Management policy and when women teachers more frequently receive Performance Feedback.

The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse.

Purpose: The aim of the study is to evaluate the perceptions of participants on the sensitivity training in conducting online context. Design/methodology/approach: The researchers focus on the knowledge and attitudes of digital citizens as well as their perceptions on sensitivity training taking into consideration the technological aspects. In this qualitative approach, the available data were collected from 25 students from both graduate and undergraduate levels from different fields via an open-ended questionnaire in order to get their perceptions about creating a sensitivity training in the online context. In the questionnaire, metaphors were also used. Findings: The themes derived from these metaphors and additional themes formed by narratives about technology and sensitivity equality feeding digital citizens allow ways to be examined and emphasize the importance of sensitivity training in technology and communication areas. Research limitations/implications: Both direct and indirect thoughts of the participants are limitations of the study. Practical implications: Preparing students adequately for sensitivity in the workplace is a constant teaching and learning challenges in higher education. Social implications: This study focuses on universal values in a digital society in order to shed a light on sensitivity training in preventing conflicts in the global world. Originality/value: The study focuses on the capacity of fostering digital citizens in e-society based on universal values and sensitivity training.

Purpose: This research study aims to examine the quality of life and services of higher education through social media in fostering students' learning and environments. Design/methodology/approach: Qualitative research methods were used in this study. In the study, as a data collection tool, a semistructured interview form was prepared and questions were asked. A study group was formed with a total of 80 participants in order to analyze the opinions of students studying in the University of Kyrenia. Findings: According to the findings obtained in the study, it is understood that higher education students generally use Facebook or Instagram especially for following the trainings conducted abroad. It can be said that university students of higher education can follow many educational developments by being members of various educational institutions. In addition to this, university students can be thought to use this tool continuously and intensively in all project or assignment submissions thanks to social media. It is understood that especially university students can communicate with faculty members and access big data when necessary. Again, in this context, thanks to social media, it is understood from the opinions and thoughts received from the participants that they can easily prepare their lessons by making group interviews with each other or with the groups they have formed collectively. It is understood from the findings that the quality can be increased because various trainings can be provided in groups established through social media; thus, the fact that there is an opening to the world and the reason for the exchange of healthy ideas, information and science increases the quality. Research limitations/implications: Research is limited to numbers of research participants from the University of Kyrenia, Faculty of Education in northern part of Cyprus. Social media is used as a medium of learning and development in the research. Practical implications: It is a study that ensures that if social media services are used correctly in practice, this research will contribute to the continuous development of students. Social implications: The research conducted contributes to how social media services can be organized through technology in higher education and measurement of learning can be enriched through social media. Originality/value: With this research, it has a unique value due to the fact that the problems encountered in the use of social media services in universities reveal the problems and solutions. In this context, it shows the contribution of social media on the value added to the learning and learning environments and the benefit of services in higher education.

Purpose: This research study aims to evaluate the capacity and sustainability of an accessible society as a smart society and services with the help of MOOCs and assistive technologies within the learning analytics framework. Design/methodology/approach: Qualitative research was employed in this research that interview forms were conducted to get data from 60 participants. Thematic analysis was used to analyze data. Findings: Research results revealed that MOOCs and assertive technologies are crucial for smart society and opens a map for open pedagogy. Accessible media, services and applications in smart societies are key elements for disabled people lives. Research limitations/implications: Research is limited to numbers of research participants in northern part of Cyprus. Practical implications: Establishing strategies and policies for the smart and accessible society and services are intensified need for the disabled people within the framework of learning analytics. Social implications: Assistive technologies become medium of facilitating accessible and smart society and services for everyone. Originality/value: Education plays a great role to enrich services of societies in order to create inclusive efforts to the life of disabled people. United Nations Educational Scientific and Cultural Organizations (UNESCO) underline the main theme of making inclusive and equitable quality education and promoting lifelong learning opportunities for all. In this respect, accessibility, inclusiveness, equity, equality, quality for lifelong learning are main components to foster accessible and smart society for everyone. Integrating the importance of learning analytics creates a value for understanding of being smart society.

Tolerance education aims to promote the culture of peace and acceptance of others for well-being and diversity management. Therefore, it is important to create learning environments, content, and facilities for tolerance education in line with the universal values in education. However, little is known about how the literature investigated and summarized the findings related to tolerance education. Therefore, this study conducts a systematic review about this topic, where 75 reviewed studies were analyzed according to the Cultural-Historical Activity Theory (CHAT) components. Findings highlighted that: (1) from the "subject" component, future research should involve more stakeholders, like parents and policymakers, when discussing tolerance education; (2) from the "object" component, tolerance education should not only focus on the physical environment, but also on the virtual environment; (3) from the "tools" component, limited digital tools and technology have been used to promote tolerance education; (4) from the "community" component, more investigation of tolerance education should be outside of school contexts; (5) from the "rules" component, more ICT training should be provided. The use of big data and learning analytics could be one of the potential methods to assess students in tolerance education; (6) from the labor "division" component, school family interaction role is very important to manage risks and diversities through tolerance education; and (7) from the "outcomes" component, tolerance education studies should go beyond simply investigating the awareness and attitudes of learners, and investigate, for instance, the behavioral changes of learners. Finally, recommendations were made under each CHAT component.

This research examines the information management processes implemented in student dormitories and evaluates the enhancement of institutional efficiency based on student satisfaction. The study involved 150 students residing in dormitories across two universities, and data were collected through participant interviews. The findings indicate that while dormitory management is perceived as effective in some areas, there are significant opportunities for improvement in information management, communication, and service quality. Based on the student feedback, this article proposes several strategies to enhance dormitory management, including the adoption of digital platforms for better communication, regular maintenance schedules, and improved transparency in financial management. The challenges of implementing these measures, such as resource constraints and institutional resistance to change, are also discussed. These recommendations aim to improve student satisfaction and, consequently, institutional efficiency. [ABSTRACT FROM AUTHOR]

This research aims to conduct a bibliometric analysis of published research on the use of artificial intelligence in accessible museums in the Web of Science Core Collection database. Through bibliometric research, the general framework of research on specific subject areas can be determined. A total of 30 articles were reached in the research. The research findings were analyzed and visualized through the "Analyze Results" option provided in the WOS viewer and Bibliometric tool and ten articles were selected from a systematic review. The findings of the research revealed that research on the use of "artificial intelligence in accessible museums" started in 1997, and then continued to be published with an increase in 2017 after a twenty-year break. The year with the most publications was 2022. The vast majority of research has been published in English. Research on this topic has also been published across Europe. Research has been widely disseminated in the USA, Italy, Spain, France, Romania, India, Bulgaria, Greece, and the Netherlands. However, the majority of the research is indexed in Springer and some in IEEE and MDPI. Most of the studies were prepared in the form of papers and some of them were prepared in the form of articles. Finally, the findings reveal that the research prepared on this subject has been addressed every year since 1997 with the keyword "artificial intelligence" until 2022, while the keyword "cultural heritage" has been mostly used since 2008. As a result, the results obtained from the bibliometric research show that the use of artificial intelligence in museums has become increasingly widespread year by year. [ABSTRACT FROM AUTHOR]

The research encapsulates the framework on potential contributions of OER practices for supporting the ICT competence for disabled adult learners in building equal opportunities within the society. The study underlined the developing OER policy and framework to focus on digital citizenship competency for disabled adult learners. OER practices can promote the construction of digital societies which disabled citizens also need ICT and digital literacy to access, social inclusion, and participation. Significantly, developing OER policy in the area of vocational and professional knowledge promotes fostering ICT competence in order to enhance the quality of access and participation. Although the researches and projects are highlighted on OER practices and policies, this study becomes a debate on establishing OER practice and framework for supporting ICT competence and digital literacy for disabled learners. The study covers documentary analysis on real practices and research projects in developing country for creating a framework upon the needs of expectations and needs of disabled citizens to create access, social inclusion, participation to society, and education for the collaboration. Further to this, this study encapsulates the evaluation of higher education institutions upon this scope.

Massive open online courses (MOOCs) provide opportunities for learners to benefit from initiatives that are promoted by prestigious universities worldwide. The introduction of MOOCs in 2008 has since then transformed education globally. Consequently, MOOCs should be acknowledged as a pedagogical innovation and recognized as change agents and facilitators in the transition of opening up education, in the transition from traditional campus education to open online learning arenas, which increases learners' access to and equity in lifelong learning. There is a need to consider MOOCs as a natural part of universities' course offerings and business models and to recognize MOOCs as valuable for learners. Furthermore, MOOCs should be regarded as valuable learning and educational initiatives in the same way that journals and books are recognized. Learners should be able to take MOOCs either at their own university or from other providers. Moreover, MOOCs should be valued in policies, strategies, and action plans, and they should be included in processes of quality enhancement and quality assurance. This paper points out the merits of the innovative use of MOOCs in higher education. In this qualitative literature research, a content method analysis was conducted through a systematic review of the literature. Through the findings from the literature research it is suggested that MOOCs could be permanent change agents that boost innovation in higher education learning arenas. In particular, the findings revealed the benefits of MOOCs in various areas, such as lifelong learning, professional competence development, validation of learning, and degree recognition, in addition to clarifying several business models of higher education.

This study involves the assessment of the quality management models in Higher Education by explaining the importance of quality in higher education and by examining the higher education quality assurance system practices in other countries. The qualitative study was carried out with the members of the Higher Education Planning, Evaluation, Accreditation and Coordination Council and Director of Higher Education and External Affairs Unit of the Ministry of National Education. Purposive sampling and snowball/chain sampling was done due to low number. The semi-structured interview form was designed in light of the theoretical framework as the data collection tool. The data was analysed through content analysis. The results of the study showed that higher education authorities are not able to perform their responsibilities with the current bureaucratic structure and major duties fall onto the higher education institutions in terms of quality management.

The aim of the research study aims to evaluate human resource management policies and strategies in higher education practices. As this research relies on qualitative nature, self report was conducted in order to gain experiences of research participants about human resources management process. In addition to this, maximum variation was conducted as a sampling method and 15 participants due to their managerial roles were involved to the research. Thematic analysis was conducted in analsying data. The results revealed that disability is an important factor im employment. Human resources management is key solution for the quality in higher education.

The aim of this study was to indicate the effect of fathers' psycho-education program on their interaction with their children. The participants of the study consisted of 10 fathers in experimental group and 9 fathers in the control group. Mixed research design was carried out. Quantitative data were collected using Personal Information Form, Child-Parent Relationship Scale and Father Involvement Scale. Semi-structured interview form consisting of open-ended questions was used. The fathers were trained for an eight-week period one week after the study group was provided with Fathers' Interview Form as a pre-test. One week after the study was completed the same test was applied to fathers as the last test. The data obtained from the study were analysed using Non-Parametric Wilcoxon Signed Ranks Test. The findings indicated that the training given to fathers increased their interaction with their children. The scores of fathers in the experimental group from the 'Father Involvement Scale' were significantly higher than those in the control group. The evaluation of the semi-structured interview questions in the qualitative part of the study, the responsibilities and roles of fathers in raising children altered after their involvement in the fathers' psychoeducation program. This study proposes disability program and inclusion.

Purpose: The purpose of this paper is to evaluate the formation of a consensual culture of agile management used in schools where school administrators and teachers work. Design/methodology/approach: This research is based on a qualitative research approach that highlights social phenomena and explores the environment in which they belong. In this context, five managers and seven teachers working in six vocational education institutions were asked semi-structured questions during face-to-face interviews. Findings: The research revealed that technology has a great impact on foster learning management and the development of school culture based on consensus. Research limitations/implications: The data of the research is limited to the participants who are Five managers and seven teachers working in six vocational education institutions within Nicosia context. Practical implications: The school gained awareness on the uses of technology for learning and development. Social implications: Merits of technology for consensus culture were examined in this paper. Originality/value: The paper is original in that it gives insights for the education system on the technology and learning.

Purpose: The purpose of this paper is to examine the role of technology and online communication platforms in English language learning based on connectivist theory. Design/methodology/approach: Questionnaire and checklist were used to examine the role of online communication tools in the learning process. The data analysis was done with SPSS. Findings: Results showed that being involved in collaborative learning and dialogue increases connectivist knowledge, reflection and negotiation. Online communication tools can be used as an effective supplementary material for learning. Research limitations/implications: The limitation of this paper is that the number of participants was limited to 27. Practical implications: This paper gives insights on the use of language and technology integration. Social implications: New way of learning and language learning become essential for the pedagogy and learner in the higher education. Originality/value: The paper is original in its research context and gives a value to contribute new way of learning based on approach.

Purpose: The purpose of this paper is to focus on the implementation and evaluation of knowledge management and e-transformation strategies of higher educational institutions in distance education. After an evaluation of higher educational practices in different countries, distance education was considered a different strategy and was emphasized as an advantage in competitiveness. Design/methodology/approach: The study reflects a case study in the context of qualitative research. A written view report was conducted to evaluate the awareness of digital efficiency and roles of the teachers in learning environments and evaluation processes in the organizational structure. The qualitative data were evaluated through Nvivo qualitative data analysis. When the literature is overviewed, it can be observed that there are limited studies in this field. Findings: As a result, distance education contributes a lot to providing equal opportunities in education. It is of great importance that individuals are aware of their roles in the process of accessibility, institutional support, technological infrastructure, support provided for students, learning-teaching environments and evaluation of distance education programs based on equality and life-long learning. In applications of different countries evaluated by Salmon "et al." (2014) based on Carpe Diem Model, it is argued that knowledge management and sharing, the role of teachers and digital capability in distance education applications are crucial. Research limitations/implications: The study is limited to 35 research participants. Practical implications: Internationalization has become an important issue in higher educational activities. Social implications: Diffusion of the uses of knowledge management practice in distance education is important. Originality/value: The study has a great value on the use of international perspectives and the Carpe Diem Model for the evaluation.

The future of education relies on the integration of information technologies, emphasizing the importance of equity and inclusiveness for quality education. Teacher education programs are essential for fostering qualified educators for the future. Integrating AI in education is crucial to ensure inclusivity and comprehensive services for all. This study aims to evaluate student teachers' perceptions of using AI in learning and teaching, and to provide suggestions for enhancing sustainable education through information technologies. A qualitative research design was adopted to gather perceptions and experiences from 240 student teachers who participated in a seminar on AI usage and completed self-reflection tasks. These student teachers, enrolled in various teaching methods and principal courses, contributed to the thematic analysis. The study reveals that AI should be carefully planned and incorporated into lesson plans to enhance personalized learning. Student teachers reported that AI supports and motivates the learning process, effectively transforming students' needs and learning experiences. However, they also noted potential drawbacks, such as AI imposing restrictions on the teaching profession, replacing teachers, and producing biased results. The study suggests that capacity-building strategies for student teachers should be enriched across different courses to raise awareness about AI's applications. [ABSTRACT FROM AUTHOR]

The student exchange programs are venues for learning opportunities by offering multicultural contexts. This study reports on the experiences of ten prospective English language teachers in a virtual student exchange program to investigate likely skill development in a multicultural and open and distance learning setting. This descriptive study used the qualitative method. The textual data were elicited through eighty reflective essays written by the participants. Virtual classroom observations and WhatsApp chat data ensured data triangulation. The results revealed the themes as developed learning and life skills and enhanced internal gains. It was found that internal outcomes, such as self-confidence, empathy, and self-reliance, were enhanced rather than external gains. One of the limitations of this study was the brevity of the exchange program, which lasted only eight days. Additionally, the current study is a small-scale study, which limits the generalizability of the results. Last but not least, only two participants placed in the researcher's class were observed. The study poses a few implications for education policymakers, curriculum developers, and teachers. In light of the results, it is posed that adding a multicultural aspect to the teacher training curriculum is imperative for teacher empowerment. Though the literature on student exchange reports findings on the gains and challenges, there is a scarcity of studies delving into what skills students develop and how with vivid examples. In this respect, this study adds to the relevant literature. [ABSTRACT FROM AUTHOR]

Problem Statement: Work-based learning programmes have become an increasingly popular way of fulfilling the desire for life-long learning; multi-dimensional work-based learning modes have recently played a large role in both personal and institutional development. The peculiarity of this innovative way of learning derives from the fact that learning is gained from work experience. Work-based learning programmes were pioneered in undergraduate, graduate and doctorate programmes. This learning process represents a unique approach to knowledge and has created a new paradigm in educational thinking, with a specific epistemology and methodology. The learning cycle relies on active learning through work experience, with an emphasis on project management capability. In addition, it provides an opportunity for researchers to engage in on-line discussions with tutors and fellow students. In this respect, the role of the online peer support process in work-based research projects is worth investigating. Purpose of the Study: This study aimed to determine how the use of online communication tools for peer support within the work-based learning paradigm impacts learners' self-development. Specifically, it focused on whether peer-supported and -supportive roles enacted via on-line tools in work-based learning programmes enhanced learners' collaboration and research management skills. It also examined whether online communication facilitated critical thinking. Methods: The research conducted was qualitative in nature, with a case study approach. In-depth interviews, self-reports and researcher observations were the data collection techniques used to explore the experiences of participants in relation to the research focus. Triangulation was employed with multiple data analysis. Findings and Results: This study unveiled the benefits of peer supporter-ed friendships within work-based learning programmes to the construction of work-based projects grounded in bounded rationality. It should be highlighted that online communication tools are extremely useful to candidates who are studying and communicating from a distance. Significantly, the findings demonstrated that being engaged in different research contexts is not a barrier to learning; online communication tools provide users with the opportunity to give mutual support. The research presented here highlighted the ways in which online communication tools facilitate critical thinking, collaboration and research management skills. Conclusions and Recommendations: It is proposed that a model for work-based learning that explores candidates' roles as peer supporters be developed, so as to further the building of critical friendships through online communication. It is also urged that collaborative effort be encouraged as a means of achieving plausible outcomes within the work-based research process.

The research study aims to explore the essence of group work in drama and role playing for teaching practice inline with the nature of collaborative learning process. This research study has qualitative nature by capturing experiences of volunteer ninety pre-service teachers about group works, gained skills from drama and role playing in their teaching practice within the scope of "Principles of Teaching and Methods" course in higher education. Therefore, self-report was employed in this research. Thematic analysis was used to analyze qualitative data based on key themes. The research findings revealed that pre-service teachers constructed both practical and pedagogical knowledge regarding group work and shed a light to their teaching practice.