Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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Article SDG-Oriented Compulsory Courses in Higher Education: An Exploratory Case from Turkey(Emerald Group Publishing Ltd, 2026) Gover, Ibrahim Hakan; Ayten, Asim MustafaPurpose This study aims to examine students' perceptions of a set of compulsory Sustainable Development Goal (SDG)-oriented courses implemented across undergraduate programmes at a newly-established Turkish state university. Rather than evaluating individual courses, the study explores how a compulsory, SDG-framed curricular approach is associated with students' reported sustainability awareness, civic orientation and social engagement within a specific institutional context.Design/methodology/approach Data were collected from 325 undergraduate students enrolled in four compulsory SDG-oriented courses during the 2024-2025 academic year using a non-probability convenience sampling approach. A 19-item structured survey was administered to capture students' self-reported awareness and attitudes related to sustainability and social responsibility. Descriptive and inferential analyses (including t-tests and ANOVA after verifying normality assumptions) were conducted using SPSS and R.Findings The findings, derived from a composite impact scale, suggest that participation in SDG-oriented compulsory courses is associated with higher levels of sustainability awareness and positive orientations towards civic responsibility and social engagement. Differences were observed across demographic groups, with female students and those reporting prior familiarity with sustainability concepts indicating stronger perceived impacts. Given the exploratory design and reliance on self-reported data, the results should be interpreted as indicative rather than conclusive.Research limitations/implications The study is limited by its cross-sectional design, convenience sampling and reliance on self-reported perceptual data, which restricts causal interpretation and generalisability. The findings capture the initial, formative stages of learning rather than long-term transformation. As the data were collected from students enrolled in the earlier and intermediate stages of a set of compulsory SDG-based courses, the findings do not capture longer-term educational effects associated with the full curricular sequence. Future research employing longitudinal and comparative designs could provide deeper insight into how SDG-oriented curricular approaches develop over time and across institutional contexts.Practical implications The study provides empirical insight into how compulsory, SDG-oriented courses may contribute to students' sustainability-related awareness and civic orientations within higher education curricula. For curriculum developers and policymakers, the findings highlight both the potential and the limitations of using dedicated courses as one possible approach to embedding education for sustainable development.Social implications By foregrounding students' perspectives, the study contributes to ongoing discussions on the role of higher education in supporting sustainability-oriented values and social responsibility.Originality/value This study contributes exploratory, context-specific evidence on students' perceptions of SDG-oriented compulsory courses in Turkish higher education, offering a cautious empirical basis for further discussion and research on education for sustainable development at the institutional level.Article Citation - WoS: 10Citation - Scopus: 14Student Performance Under Asynchronous and Synchronous Methods in Distance Education: A Quasi-Field Experiment(Elsevier Sci Ltd, 2022-11) Demirtas, Burak Kagan; Turk, UmutThis study examines student performance under asynchronous and synchronous methods in a microeconomics course during COVID-19 pandemic. We conduct a quasi-field experiment in a state university in Turkey. In the experiment, students were divided into synchronous and asynchronous groups and were taught the same weekly material of microeconomics by the methods respective to their group. At the end of the week, both groups took the same multiple question test. Our results showed that asynchronous group performed significantly better than the synchronous group. While showing the comparative advantage of the asynchronous method, our study also underlines the importance of interaction between instructors and students. We discuss our findings from a socioeconomic perspective, where we argue that the flexibility that the asynchronous method offers might have compensated for the accessibility issues (internet and/or computer) during the COVID-19 outbreak. As a policy recommendation, universities can offer lectures with a recorded option to allow students to interact with the course material multiple times.Article Citation - WoS: 3Citation - Scopus: 4Barriers and Facilitators to University Access in Disadvantaged UK Adolescents by Ethnicity: A Qualitative Study(Routledge Journals, Taylor & Francis Ltd, 2022-07-20) McCabe, C.; Keast, K.; Kaya, M. S.Increasing access to university for those currently under-represented is a UK government priority. Understanding the views of under-represented students can help direct widening participation activities. In recent years, a positive trend finds increasing numbers of Black students attending university, but it is not clear why White disadvantaged student numbers have not increased. Thus, we aimed to explore the student viewpoint on barriers and facilitators to university access in disadvantaged adolescents and how this might differ by ethnicity. We used an online semi-structured interview with questions about applying to university. Seventy adolescents (mean 16.9 yr.) were recruited who are currently under-represented at university level, based on various measures of disadvantage. Black, Asian, and ethnic minority students (BAME) reported similar barriers and facilitators to applying to university as White disadvantaged students. However, there were some differences, for example, BAME participants stated 'having no choice' was a reason to apply to university while White participants did not mention this. Also similar to 60% of BAME students said they would prefer to study close by compared to far away, while only 46% of White participants said this. Our results support previous findings that financial issues are a key barrier to university access and that outreach activities can act as facilitators to increase university access. However, we compare the unique viewpoints on the barriers and facilitators to university access in Black, Asian and White under-represented students. Based on these views we also make recommendations for future widening participation events targeted at different ethnicities.Article Citation - WoS: 7Citation - Scopus: 19Raising Awareness of Sustainable Development Goals in Higher Education Institutions(Turkish Educational Admin Research & Development Assoc, 2024) Suklun, Harika; Bengu, ElifHigher 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.Article Citation - WoS: 2Citation - Scopus: 2Exploring Transdisciplinary Interaction in Higher Education: Urbanism Through Informal Learning Environment(Emerald Group Publishing Ltd, 2025) Kesim, Berk; Bengu, ElifPurposeThis 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.