This study argues that educated labor trying to hold on in the labor market is forced to make new education choices in the field of education, which has turned into an auction area. This qualitative study aims to understand, make sense of, and interpret the new education experiences of educated labor aged 35-54 who have experienced precarious employment or unemployment in the private sector from the perspective of new capitalism. Interpretative phenomenological analysis was used in this qualitative study conducted with nineteen people, and resulting in six main themes, twenty sub-themes, and seventy categories. From the study data, it was concluded that educated labor has embraced education since childhood, learned competition through success in education, was employed thanks to education, competed for employability and career in working life, and was motivated by the need to constantly reproduce its human capital. In this context, it is concluded that educated labor chose a new education program from the education auction based on a market-oriented strategic cost analysis. Finally, it was concluded that educated labor believes it differentiates itself from its competitors through a new education experience in competition, positions itself as neo-educated labor, and tries to protect its declining bargaining power in the labor market with a new education experience. As a result, this study shows that in the labor market of new capitalism, educated labor contributes to the intensification of competition through a new education experience, thereby creating new inequality and widening the gap between existing inequalities. Education auction = Eğitim mezatı, Educated labor = Eğitimli emek, Self-differentiation effort = Kendini farklılaştırma çabası, New education preferences and experience = Yeni eğitim tercihleri ve deneyimi

The purpose of this study is to examine how the family is constructed in the Family Education Program (FEP) of the Ministry of Family and Social Policies. This study used the critical discourse analysis method. Seven books belonging to the field of family education and communication were selected as the data of the research. FEP aims to "strengthen and protect" the family and improve it through education. However, a critical analysis of the program shows an inconsistency between this intention and program texts. This study reveals that the authors normalized the "nuclear family" as the privileged model in society through a series of textual tools. Heteronormative discourse with emphasis on reproduction is dominant in the texts. It is clear that the diversity of families and their different social, cultural, and economic backgrounds are not paid attention to. The study also reveals that women are presented as the primary responsible person in the family regarding care. As a result of these findings, I conclude that the family constructed in the education program does not match the program's goal of creating "healthy, happy, and prosperous families". In this context, the lack of innovative or conceptual approaches regarding the conceptualization of the family offers limited alternatives for broader definitions of families and accordingly restricts understandings of families' needs and educational practices. An understanding of the multifaceted, complex, and diverse nature of family will create new possibilities for support and education services for families. Key Words: Family Education Program, Construction of Family, Critical Discourse Analysis

The purpose of this study is to examine the experiences gained by participants during new social movements and the effects of this participation on their subsequent lives in the context of transformative learning. A qualitative approach was adopted to understand how their experiences shaped participants' perspectives. The data of this study were collected with the help of a semi-structured interview form developed and applied by the researcher. Twenty-four people were purposefully selected through snowball sampling among people who actively participated in new social movements. Descriptive coding, simultaneous coding, and finally In Vivo coding in addition to pattern coding were used to analyze the findings of this study. Findings showed that participating in new social movements resulted in transformation in participants' levels of consciousness, emotions and feelings, and behaviors and habits. Findings revealed that many participants had to reformulate their pre-structured assumptions through critical reflection. The study showed that many participants experienced perspective transformation. In addition to these, the study showed that the emotional-spiritual dimension played a major role in participants' learning experiences. Following data analysis through the theoretical perspectives of Mezirow and Freire, we can argue that social movements can promote transformative learning experiences and that this can result in a process that can transform individuals' ideas, beliefs, emotions, and actions. Keywords: adult education, transformative learning, perspective transformation, social movements, new social movements

This study investigates how a community of practice-based professional development model can support teachers' data-based decision-making processes in different contexts. Based on a design-based research approach, the study consists of two interrelated sub-studies: design and correlational. The first design study consisted of three micro-cycles: (1) literature review and needs analysis, (2) implementation of the designed professional development model in primary and secondary schools, and (3) evaluation of the design. In line with the findings obtained from the first application, the design was revised and a second design study was carried out to investigate how the model works in a different context where the educational data usage culture is established. In the correlational study conducted simultaneously with the design, it was aimed to determine the factors predicting teachers' instructional data use. This study includes the adaptation of two scales into Turkish and multiple regression analysis. The regression model significantly predicted teachers' instructional data use. Self-efficacy in recognizing and applying data, collaboration, and school and data characteristics were found to be significant predictors. Final design principles were formed by bringing together the findings of the two sub-studies. The results obtained reveal a teacher learning model that is contextually sensitive, theoretically grounded, and empirically supported. This study contributes to the instructional data use literature and offers practical suggestions for sustainable, collaborative professional development practices.

The war that started in Syria in 2011 has led to one of the most important refugee crises in recent history. Hosting the world's largest Syrian refugee population, Turkey faces wide-ranging social and economic impacts. Refugees face numerous challenges such as limited access to basic services, psychological stress, and difficulties in adapting to a new environment. Women refugees face additional challenges due to historical inequalities based on gender. This study investigates how adult education shapes the experiences of Syrian refugee women. This qualitative study utilized in-depth, face-to-face interviews conducted in 2023 with Syrian refugee women aged 24-52 who participated in adult education programs in Turkey within the last three years. Findings indicate that adult education offers Syrian refugee women a space for emotional healing and interpersonal connection. It served as a platform to overcome the challenges of displacement through social support and structured learning. Over time, women associated their experiences with language proficiency, economic contribution, and cultural adaptation. Belonging and empowerment are outcomes that emerge when women feel safe, recognized, and included. Trainings that provide a space for reflection, interaction, and continuity allow women to reinterpret their identities and build confidence. When women are encouraged to take responsibility in decision-making processes, they begin to demonstrate greater agency in both personal and social arenas. Adult education makes a difference when it aligns with the realities and social contexts experienced by women.

Today, mathematics education reforms demand teachers to develop instructional practices responsive to students' ambitious and equitable learning; this creates a need for professional development (PD) models that position teachers as active agents of learning. The study responds by designing a learning environment that supports teachers in developing agency in their professional learning. The Participatory Mathematics Teacher Learning Environment (PMTLE) was developed using design research methodology and implemented with in-service mathematics teachers affiliated with a PD organization in Turkey. Developed from the perspective of formative intervention and sociocultural theory regarding agency conceptualizations, PMTLE supported teachers in defining and analyzing common problems and designing original professional learning activities. Qualitative data analysis utilized Vasilyuk's theory of experiencing and Bateson's theory of Learning III to examine the emergence of agency among teachers and understand how design elements supported or hindered the process. Analysis showed that teachers revealed internal conflicts at the individual level, broadened their perspectives on PD needs, endowed collective activities with personal meaning, and developed a disposition for participation. At the collective level, they defined systemic contradictions behind their problems and designed and implemented original professional learning activities. Participatory-based reflection and responsive facilitation ensured active participation of teachers. The study proposes a participatory PD model supported theoretically and empirically that promotes teacher agency and offers principles.

This study examines the continuous professional development (CPD) system for English for Academic Purposes (EAP) instructors working at a foundation university's School of Foreign Languages in Turkey through an andragogical lens. Conducted with a case study design, the research is based on interviews with 31 participants, focus group interviews, researcher field notes, and the Personal Adult Learning Style Inventory administered to administrators. Analysis was conducted through abductive thematic analysis. Findings indicate that andragogical alignment in in-service/institutional professional development is not a fixed feature solely dependent on activity type or volume; rather, it is determined by how the professional development cycle is managed. Although administrators' PALS responses indicated sensitivity to adult learning principles, this orientation was not consistently reflected in practice. While alignment was visible during implementation, it weakened in earlier stages where needs, agendas, and evidence requirements were determined. This reveals that the core issue is not merely whether adult learning principles are adopted, but whether institutional conditions allow these principles to effectively impact continuous professional development. This finding relates to criticisms directed at Knowles by demonstrating that adult learning is mediated by institutional context. Accordingly, the study advocates for conditional andragogy and offers six redesign proposals sensitive to institutional context.

Developments in media and communication technologies have led to the emergence of a new era, referred to as the post-truth era, which points to a general departure from truth where lies and speculative messages can be quickly shared by large audience groups. In this era, we need leaders who can create a positive and ethical impact in society with their strong emotional and social skills. In this study, in accordance with the requirements of the Post-Truth Era, which necessitates a new approach to leadership development, an online arts-based learning program for leaders titled Arts-Based Creative Leadership Communication Program was designed towards three main objectives. The first objective of the program is leaders' creative communication skills; the second is the healing effect of art; and the third is increasing social sensitivity through art. After the design and implementation of the program, the targeted effects on participants were analyzed and the ARTS Learning Model was developed. Results revealed that all intended goals were successfully achieved, and furthermore, the transformative effect of the program was proven in the long term. Meanwhile, the emerging Covid-19 pandemic and digital transformation process increased the effects of the program. While the most development was seen in the healing effect, the least change was in social sensitivity. Throughout the program, awareness created about the irrational functioning of the Post-Truth Era negatively affected social sensitivity scores. Emotional skills, as an element of nonverbal communication, increased more than social skills. As a result, the program was revealed to be successful for leaders in the Post-Truth Era. Keywords: Arts-based learning, instructional design, non-formal education, social emotional skills, action research, leadership, communication, creativity, post-truth

This thesis conducted in Turkey examines the effects of personal, institutional, and academic complexities on student retention and graduation in doctoral education. The study is based on one-on-one interviews with 24 students at different stages of doctoral degrees and 16 doctoral dropouts. Interpretative phenomenological analysis was used to highlight how these participants perceived complexities on the path to graduation or dropping out. Reliability and credibility were ensured through data saturation in the field, peer review, triangulation, member checking, and clarification of researcher bias through reflexivity. Findings show that participants' demographic and financial backgrounds shaped their retention and graduation statuses. Participants struggle with maintaining work-life balance during their doctorates, overcoming gender-specific difficulties, conducting independent research, and managing advisor-advisee relationships. The traditional higher education system also appears challenging for participants. Although participants experience similar difficulties, those with limited support mechanisms are observed to drop out of programs more easily. Existing models and theories need to be updated and recontextualized by taking into account country-specific difficulties and opportunities. In addition, this thesis presents a visual that will form the basis of new conceptual frameworks named the Compound Interaction Perspective for Complexities in Doctoral Education, showing the intertwined difficulties perceived by participants.

Increasing focus on standard outputs in education limits creativity, especially in language teaching where teacher-centered methods are dominant. The art integration approach, which aims to consciously integrate art into course contents, offers a promising solution to this problem. However, the wider application of this approach remains limited due to conceptual uncertainties regarding art integration and inadequate teacher education. To address this deficiency, a 7-week online training program for language educators was designed and implemented. This qualitative case study examines how 12 foreign language instructors from 10 different universities were affected by this training. Data were collected over a 10-week process consisting of pre-post interviews, weekly reflection papers, researcher diary, and participant products. Through thematic analysis, the effects of the training on participants' understandings of art integration and their professional and personal developments were evaluated. Findings revealed that participants' understandings of art integration deepened; they began to view it not merely as an additional activity, but as a process-oriented approach with high pedagogical value. Professionally, the training program strengthened participants' theoretical foundations, increased their instructional self-confidence, and encouraged them to apply interdisciplinary methods even in environments without direct cooperation with art. On a personal level, the program supported self-expression, emotional awareness, and reflective thinking, contributing to an increase in participants' self-confidence and the development of a renewed sense of purpose regarding their teaching practices. These findings carry important implications: theoretically, they show that process-oriented art integration training develops teachers' conceptual clarity and reflective capacities and prepares the ground for interdisciplinary practices. Practically, it reveals the need for flexible, practical professional development programs that support autonomy, collaboration, and sustainable participation towards art-based pedagogies.

The purpose of this study is to reveal and describe women's different ways of experiencing the phenomenon of being a mother in two dimensions: "ways of experiencing being a mother" and "ways of reflecting learning experiences related to being a mother". To investigate variations regarding these two dimensions, the phenomenography approach, which is a qualitative research methodology, was used, and data of the research were collected through semi-structured interviews conducted with 20 women, all of whom are mothers, possessing different characteristics of age, education level, employment status, and number of children. Regarding ways of experiencing being a mother, five descriptive categories were discovered through phenomenographic data analysis. Being a mother is expressed as a multifaceted process, a life-changing experience, coping with various difficulties, a set of specific emotions and personal characteristics, and dynamic interaction with others. On the other hand, women's ways of reflecting learning experiences as mothers are presented under three descriptive categories: acquisition of parenting knowledge and skills, structuring of parenting knowledge and skills, and self-transformation. Since motherhood is a field where experiences and expressions belonging to the real owners of this phenomenon are severely ignored and most of the time spoken "on behalf of" these owners, it is important in this study to present women's ways of experiencing motherhood as much as possible in their own expressed form and to strive to make their voices heard collectively. Keywords: Phenomenography, Ways of experiencing being a mother, Learning experiences of mothers

With this research, it is aimed to understand the informal workplace learning experiences of gold-collar workers working as senior executives in companies; to examine what, how, and why they learned informally throughout their careers. The research was designed as a qualitative study, and data were collected through semi-structured interviews. The study reveals the learning outcomes necessary to act as better leaders and perform while dealing with complex tasks and responsibilities. These are problem solving, decision making, managing risks and crises, communicating, team building, delegating, and following up. Strategic thinking, using reasoning, managing with values and principles, increasing employee engagement, empowering leaders and developing teams, leading change and transformations, and creating the necessary organizational culture are the main informal learning outcomes related to leadership mindset, mentalities, and styles. Learning from experiences and other people, self-directed learning and metacognitive learning skills, initiatives to increase self-knowledge, dialogue, and networks as communities of practice are the main informal learning sources, strategies, and processes. Growth mindset, flexibility, passion, adaptation, and curiosity emerged as individual factors affecting learning in the workplace. It was concluded that informal learning constitutes the majority of leaders' workplace learning, and leadership development should be rethought and designed from an informal learning perspective. Keywords: Workplace learning, gold-collar worker, informal learning, transformative learning, senior executive, leadership development, experiential learning, self-directed learning, knowledge workers.

The purpose of this study is to investigate how senior executives, known as gold-collar leaders, learned to become gold-collar leaders. Through this, it is aimed to better understand the learning experiences that leaders go through throughout their leadership journeys. This research is a qualitative study and was conducted through semi-structured interviews with 15 gold-collar leaders in senior positions with decision-making and signature authority in their institutions. Gold-collar leaders, known for their extraordinary expertise, strategic visions, and impacts, generally go through a significant personal and professional development process. This development is not just the acquisition of new knowledge or skills; it involves a deep inner transformation that develops their abilities to lead effectively and inspire others. The research shows that the development of knowledge and skills does not happen automatically; leaders must understand the role expected of them, be aware of their competencies, and know what is necessary to meet expectations. In this process, leaders need to consider various factors that simultaneously affect their leadership and learning journeys, such as organizational culture, business dynamics, personal values, and principles. Examining the learning processes of gold-collar leaders from an existential learning perspective, the study concludes that the learning journey is a complex model that includes models such as experiential learning, self-directed learning, and transformative learning, and emphasizes the social dimension of knowledge acquisition. They equip leaders with critical competencies such as job adaptation, vision, and inclusiveness. This journey results in leaders elevating their leadership styles and competencies to the gold-collar leader level.

The purpose of this study is to investigate how senior executives, known as gold-collar leaders, learned to become gold-collar leaders. Through this, it is aimed to better understand the learning experiences that leaders go through throughout their leadership journeys. This research is a qualitative study and was conducted through semi-structured interviews with 15 gold-collar leaders in senior positions with decision-making and signature authority in their institutions. Gold-collar leaders, known for their extraordinary expertise, strategic visions, and impacts, generally go through a significant personal and professional development process. This development is not just the acquisition of new knowledge or skills; it involves a deep inner transformation that develops their abilities to lead effectively and inspire others. The research shows that the development of knowledge and skills does not happen automatically; leaders must understand the role expected of them, be aware of their competencies, and know what is necessary to meet expectations. In this process, leaders need to consider various factors that simultaneously affect their leadership and learning journeys, such as organizational culture, business dynamics, personal values, and principles. Examining the learning processes of gold-collar leaders from an existential learning perspective, the study concludes that the learning journey is a complex model that includes models such as experiential learning, self-directed learning, and transformative learning, and emphasizes the social dimension of knowledge acquisition. They equip leaders with critical competencies such as job adaptation, vision, and inclusiveness. This journey results in leaders elevating their leadership styles and competencies to the gold-collar leader level. Keywords: Leaders; Learning journey; Workplace learning; Leadership Development

This study questions the quality and experiences of graduate writing in the field of educational sciences. A typical graduate study has three main components; author, advisor, and text. Using a two-stage approach, this study examines all three components. The first stage of the research examines the quality of graduate theses written in the field of educational sciences. Quality review was carried out using a plagiarism detection program, according to originality and plagiarism parameters. 600 theses and dissertations written in the field of educational sciences were analyzed. Findings show that the sample's average similarity index of 28.58% is significantly above the threshold value. The rate of theses containing high levels of plagiarism was determined to be 34.5%. In the second stage of the research, the experiences and perceptions of graduate students regarding academic writing and advisors' perceptions and advising practices regarding academic writing are handled by conducting in-depth interviews. 12 advisors and 24 graduate students participate in the research as participants. MAXQDA software was used to conduct content analysis of the interviews. Findings show that advisors and students struggle to grasp the requirements of academic writing. Participants understand and experience academic writing as an epidemic type of writing that provides limited contribution and repeats itself in different situations. It has been suggested that the generic characteristics of academic writing in the field of educational studies can explain thesis writing with plagiarism and originality problems. Keywords: Graduate Writing, Originality, Plagiarism, Advising

This thesis conducted in Turkey examines the effects of personal, institutional, and academic complexities on student retention and graduation in doctoral education. The study is based on one-on-one interviews with 24 students at different stages of doctoral degrees and 16 doctoral dropouts. Interpretative phenomenological analysis was used to highlight how these participants perceived complexities on the path to graduation or dropping out. Reliability and credibility were ensured through data saturation in the field, peer review, triangulation, member checking, and clarification of researcher bias through reflexivity. Findings show that participants' demographic and financial backgrounds shaped their retention and graduation statuses. Participants struggle with maintaining work-life balance during their doctorates, overcoming gender-specific difficulties, conducting independent research, and managing advisor-advisee relationships. The traditional higher education system also appears challenging for participants. Although participants experience similar difficulties, those with limited support mechanisms are observed to drop out of programs more easily. Existing models and theories need to be updated and recontextualized by taking into account country-specific difficulties and opportunities. In addition, this thesis presents a visual that will form the basis of new conceptual frameworks named the Compound Interaction Perspective for Complexities in Doctoral Education, showing the intertwined difficulties perceived by participants. Index Terms: Student retention; Student attrition; Doctoral education; Doctoral students; Graduate education; Graduate students