Browsing by Author "Bengu, Elif"

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Exploring transdisciplinary interaction in higher education: urbanism through informal learning environment
(EMERALD GROUP PUBLISHING LTD, 2025) Kesim, Berk; Bengu, Elif; 0000-0001-8772-4084; 0000-0001-9817-7207; AGÜ; Bengu, Elif
PurposeThis study aims to explore interdisciplinary and transdisciplinary interactions around sustainability, focusing on the United Nations sustainable development goals (SDGs). By using the city as an informal learning space, it presents a case study to raise SDG awareness, promote interdisciplinarity, foster critical thinking and empower students.Design/methodology/approachUsing qualitative content analysis, this study explores students' interdisciplinary engagements. The research centers on student-created Logbooks, combining field data for analysis via open coding.FindingsThe informal setting facilitates transdisciplinary interaction and enriches interdisciplinary skills while retaining individuals' disciplinary tendencies.Research limitations/implicationsFactors like local geographical conditions and participant numbers could lead to minor variations in future course applications. Although initial problem topics and discussions are confined to local urban geography, they might diversify during implementation.Practical implicationsThe Logbook serves as a guide for local urban issues and embodies interdisciplinary outcomes. It can be enhanced with maps and problem zoning.Social implicationsDemonstrates effective SDG integration into higher education.Originality/valueThis study spotlights interdisciplinary learning within an unconventional context - urbanism - bridging student gaps. Supported by a paradigm shift from sustainability to unsustainability, it underscores the significance of critical engagement with SDGs.
Raising Awareness of Sustainable Development Goals in Higher Education Institutions
(TURKISH EDUCATIONAL ADMIN RESEARCH & DEVELOPMENT ASSOC, 2024) Suklun, Harika; Bengu, Elif; 0000-0003-1016-268X; 0000-0001-9817-7207; AGÜ; Bengu, Elif
Higher education institutions play a crucial role in advancing sustainable development goals. They bear the responsibility of informing and encouraging all stakeholders, including faculty members, students, and industry partners, to collaborate towards achieving these goals. While many universities are integrating Sustainable Development Goals into their operations and educational programs, there is an increasing need to establish collaborative platforms with private sectors and nongovernmental organizations to further champion this agenda. Educating the future workforce is a key responsibility of these institutions, and they should actively raise students' awareness of these goals, enabling them to develop competencies related to sustainability. This study aims to explore how higher education institutions can effectively raise awareness of sustainable development goals. In addition, the research contributes to the literature by presenting a curriculum designed in a Turkish higher education institution to foster awareness of sustainable development goals. The findings hold the potential to significantly enrich existing literature on awarenessraising practices and the promotion of sustainability strategies, extending beyond higher education institutions to organizations at large.
Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish student classrooms: a replication and cultural comparison
(SPEECH COMMUNICATION ASSN5105 BACKLICK RD, ANNANDALE, VA 22003, 2017) Frisby, Brandi N.; Slone, Amanda R.; Bengu, Elif; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengu, Elif
Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U. S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U. S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes.
Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter
(Routledge, 2021) Frisby, Brandi; Tatum, Nicholas; Galy-Badenas, Flora; Bengu, Elif; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengu, Elif
Instructional communication research is critiqued for lacking theoretical development and limited cultural understanding. This study tested the instructional beliefs model (IBM) in three countries: US, Turkey, and Finland. Participants (N = 376) reported perceptions of teacher relevance, state motivation, procedural justice, learner empowerment, and revised learning indicators. Results revealed that the IBM provided a good fit to the data in Turkey and Finland but not in the US. In all models, procedural justice and state motivation were significant predictors of learner empowerment, and learner empowerment strongly predicted revised learning indicators. However, teacher relevance only predicted learner empowerment in non-US classrooms. These results have practical implications for teaching in increasingly diverse classrooms and understanding higher education abroad. This study supports and extends IBM. © 2021 World Communication Association.