SavedAdd your journal

Journals / Milli Eğitim Dergisi / 2026 / Cilt: 54 Sayı: 248

Comparison of Extracurricular Activities in Turkish and Finnish Education Systems

Türkiye ve Finlandiya Eğitim Sistemlerindeki Program Dışı Etkinlik Uygulamalarının Karşılaştırılması

Remzi Adsız(HAKKARI UNIVERSITY, HAKKARI FACULTY OF EDUCATION)0000-0002-4929-1860
Yavuz Ercan Gül(KIRGIZİSTAN-TÜRKİYE MANAS ÜNİVERSİTESİ)0000-0002-8191-2647
Pages
2095–2130
Publication Date
2025-11-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In the study, some inferences were also made to contribute to the more successful organization of activities in Turkey.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to compare extracurricular activities (EA) in Turkish and Finnish education systems.
📊
Key Findings & Data:In general, while the activities in the education system in Finland are structured to provide access to all students and are carried out with a high rate of participation, it was determined that the activities in Turkey could not be organized at the desired rate and variety.
💡
Conclusion & Impact:In the study, some inferences were also made to contribute to the more successful organization of activities in Turkey.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Finlandiya eğitim sistemi · Türkiye eğitim sistemi · program dışı etkinlikler

Abstract

The aim of this study is to compare extracurricular activities (EA) in Turkish and Finnish education systems. The study is based on the horizontal approach model from comparative education methods and uses document review from qualitative research methods. The findings of the study are structured as the expectations of both countries from EA, their management and financing, and the problems encountered during the implementation of EA. As a result of the study, it was understood that there are some similarities and differences in the extracurricular activity practices of both countries, and that expectations from extracurricular activity practices differ at some points. In general, while the activities in the education system in Finland are structured to provide access to all students and are carried out with a high rate of participation, it was determined that the activities in Turkey could not be organized at the desired rate and variety. In the study, some inferences were also made to contribute to the more successful organization of activities in Turkey.

Özet

Bu çalışmanın amacı, Türkiye ve Finlandiya eğitim sistemindeki program dışı etkinliklerin (PDE) karşılaştırılmasıdır. Çalışmada karşılaştırmalı eğitim yöntemlerinden yatay yaklaşım modeli temel alınmış, nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Çalışmada ulaşılan bulgular her iki ülkenin PDE’lerden beklentileri, yönetim ve finansmanı ile PDE’lerin uygulanması sürecinde karşılaşılan sorunlar şeklinde yapılandırılmıştır. Çalışma sonucunda; her iki ülkenin program dışı etkinlik uygulamalarında birtakım benzerlik ve farklılıkların bulunduğu, program dışı etkinlik uygulamalarından beklentilerin bazı noktalarda farklılaştığı anlaşılmıştır. Genel olarak Finlandiya’da eğitim sistemindeki etkinlikler, tüm öğrencilerin erişimini sağlayacak şekilde yapılandırılmış ve yüksek oranda katılımlarla gerçekleştirilirken; Türkiye’de ise etkinliklerin istenilen oranda ve çeşitlilikte organize edilemediği belirlenmiştir. Çalışmada ayrıca Türkiye’deki etkinliklerin daha başarılı bir şekilde düzenlenmesine katkıda bulunmak için birtakım çıkarımlarda bulunulmuştur.

🔖

Cite This Article

Adsız, R., Gül, Y. E. (2025). Comparison of Extracurricular Activities in Turkish and Finnish Education Systems. Milli Eğitim Dergisi, Cilt: 54 Sayı: 248, 2095–2130. https://doi.org/10.37669/milliegitim.1569146

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (114)

  1. Acar, Z., & Gündüz, N. (2017). Participation motivation for extracurricular activities: Study on primary school students. Universal Journal of Educational Research, 5(5), 901–910. https://doi.org/10.13189/ ujer.2017.050533
  2. Achar Fujii, R. N., Kobayasi, R., Claassen Enns, S., & Zen Tempski, P. (2022). Medical students’ participation in extracurricular activities: Motivations, contributions, and barriers. A qualitative study. Advances in Medical Education and Practice, Volume 13, 1133–1141.https://doi.org/10.2147/ AMEP.S359047
  3. Adams, T., Ahonen, P., & Fisher, R. (2004). An international evaluation of the Finnish system of arts councils. Opetus-Ja Kulttuuriministeriö.
  4. Aira, A., & Kämppi, K. (2017). Towards more active and pleasant school days. Lııkkuva Koulu. https://schoolsonthemove.fi/wp-content/ uploads/2020/01/LK_va%CC%88liraportti_111017_en.pdf
  5. Aktaş A. (2021). Urie Bronfenbrenner ve ekolojik sistemler kuramı. Uluslararası Maarif Dergisi, 2(5), 68–71.
  6. Akyüz, Y. (2021). Türk eğitim tarihi. Pegem Akademi.
  7. Alkan, D. (2023). Okul dışı öğrenme ortamlarının etkili kullanılmasında okul yöneticilerinin rolü [Unpublished master thesis]. Trakya Üniversitesi.
  8. Asma, M., Gürsel, N., & Çamlıyer, H. (2019). Öğrencilerin zorbalık davranışı eğilimlerinin spora katılım açısından incelenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 14(1), 23–40. https://doi.org/10.33459/ cbubesbd.474659
  9. Ata, B. (2001). 1924 Türk basını ışığında Amerikalı eğitimci John Dewey’in Türkiye seyahati. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 21(3), 193–207.
  10. Aytaç, A., & Er, K. O. (2018). Türkiye’de ve Finlandiya’da hizmet öncesi sınıf öğretmeni yetiştirme programlarındaki öğretmenlik uygulamalarının karşılaştırılması. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(2), 10–19.
  11. Balcı, A. (2016). Sosyal bilimlerde araştırma. Pegem Akademi. Balcıoğlu, İ. (2013). Otra öğretim kurumlarında görev yapan öğretmenlerin sosyal etkinlik algıları [Unpublished master thesis]. Gaziantep Üniversitesi.
  12. Bartkus, K. R., Nemelka, B., Nemelka, M., & Gardner, P. (2012). Clarifying the meaning of extracurricular activity: A literature review of definitions. American Journal of Business Education, 5(6), 693–704.
  13. Blom, A., Tammelin, T., Laine, K., & Tolonen, H. (2018). Bright spots, physical activity investments that work: The Finnish Schools on the Move programme. British Journal of Sports Medicine, 52(13), 820–822. https:// doi.org/10.1136/bjsports-2017-097711
  14. Blomfield, C., & Barber, B. (2010). Australian adolescents’ extracurricular activity participation and positive development: ıs the relationship mediated by peer attributes? Australian Journal of Educational & Developmental Psychology, 10, 114–128. https://files.eric.ed.gov/fulltext/EJ895560.pdf
  15. Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology (pp. 57–71). American Psychological Association.
  16. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  17. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), andbook of child psychology: Theoretical models of human development. John Wiley & Sons.
  18. Burgaç, M. (2003). Köy enstitülerinde eğitim-öğretim. Atatürkçü Bakış, 2(4), 117–145.
  19. Ceylan, Ö. (2017). Anne baba tutumları ile çocuğun sosyalleşme süreci arasındaki ilişki: Okulöncesi örneği [Unpublished master thesis]. İstanbul Gelişim Üniversitesi.
  20. Christison, C. (2013). The benefits of participating in extracurricular activities. BU Journal of Graduate Studies in Education, 5(2), 17–20.
  21. City of Helsinki. (2024). Morning and after-school activities, clubs and hobbies. Adult Education Centres. https://www.hel.fi/en/childhood-and-education/ basic-education/morning-and-after-school-activities-clubs-and-hobbies
  22. Çınar, K., & Dogan, C. (2019). Türkiye, Almanya ve Finlandiya öğretmen yetiştirme sistemlerinin incelenmesi. Karamanoğlu Mehmetbey Üniversitesi Edebiyat Fakültesi Dergisi, 2(2), 204–218.
  23. Çöğmen, S. (2020). Eğitimde program dışı etkinlikler. A. Küçükoğlu (Ed.), Eğitimde program dışı etkinlikler kuramdan uygulamaya içinde(s. 2–25). Pegem Akademi.
  24. Collier, D. (1992). The comparative method. In A. W. Finifter (Ed.), Political Science: The State of the Discipline (pp. 105–119).
  25. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd Ed.). SAGE Publications.
  26. Cubberly, E. (1931). Introduction to Fretwell’s extra curriculum activities in secondary schools. Houghton Mifflin Company.
  27. Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37(1), 51–76. https://doi.org/10.1080/00222216.2005.11950040
  28. Desinguraj, S., & Ebenezer, S. G. (2021). Differentiated instruction in education. Research Ambition: An International Multidisciplinary e-Journal, 5(IV), 11–14. https://doi.org/10.53724/ambition/v5n4.04
  29. Dewey, J. (1939). Türkiye maarifi hakkında rapor. İstanbul Devlet Basımevi.
  30. Dinçer, M. G. (2009). Müzik dersi ve ders dışı müzikal etkinliklerin İlköğretim 7. sınıf öğrencilerinin sosyalleşmelerine etkisi [Unpublished master thesis]. Selçuk Üniversitesi.
  31. Ekici, S., Bayrakdar, A., & Uğur, A. O. (2009). Ortaöğretim kurumlarındaki yöneticilerin ve öğrencilerin ders dışı etkinliklere bakış açılarının incelenmesi. Uluslararası İnsan Bilimleri Dergisi, 6(1), 430–444.
  32. Ekinci, A., & Öter, Ö. M. (2010). Finlandiya’da egitim ve ögretmen yetistirme sistemi. https://issuu.com/ferhatbayar/docs/finlandiya_raporu
  33. Elcock, T. G. (2017). A case study of sixth form secondary school students’ perceptions on participation in school-based extra-curricular activities at a co-educational, government secondary school in the Victoria Education [Unpublished master’s thesis]. The University of the West Indies. https:// uwispace.sta.uwi.edu/server/api/core/bitstreams/2d6292ee-41ef-4e6cab40- 56ba32675094/content
  34. Eranıl, A. K. (2021). Eğitim yönetimi modelinin ekolojik sistemler kuramı bağlamında geliştirilmesi. [Yayımlanmamış doktora tezi]. HacettepeÜniversitesi.
  35. Ergün, P., & Aslan, H. (2023). Okul dışı sosyal etkinliklerde karşılaşılan sorunlar. Uluslararası Liderlik Eğitimi Dergisi, 7(2), 61–73.
  36. Euro News. (2022). Türkiye’nin yüzde 56’sı fazla kilolu veya obez, OECD ülkelerinde durum ne? Euro News. https://tr.euronews.com/2022/01/24/turkiye-ninyuzde- 56-s-fazla-kilolu-veya-obez-oecd-ulkelerinde-durum-ne
  37. European Commission. (2021). Benefits of extracurricular activities for children. Publications Office of the European Union. https://op.europa. eu/en/publication-detail/-/publication/c2c8d076-0a04-11ec-b5d3- 01aa75ed71a1/language-en
  38. Fredricks, J. A., & Eccles, J. S. (2008). Participation in extracurricular activities in the middle school years: Are there developmental benefits for African American and European American youth? Journal of Youth and Adolescence, 37(9), 1029–1043. https://doi.org/10.1007/s10964-008- 9309-4
  39. Furda, M., & Shuleski, M. (2019). The impact of extracurriculurs on academic performance and school perception. The Excellence in Education Journal, 8(1), 64–90.
  40. Gheyssens, E., Griful-Freixenet, J., & Struyven, K. (2023). Differentiated instruction as an approach to establish effective teaching in inclusive classrooms. In Effective Teaching Around the World (pp. 677–689). Springer International Publishing. https://doi.org/10.1007/978-3-031- 31678-4_30
  41. Glasser, W. (2016). Başarısızlığın olmadığı okul. Beyaz Yayınları.
  42. Görkem, D. (2012). İlköğretim öğrencilerinin sosyal etkinliklere katılma durumlarının akademik başarılarına etkisi. Dokuz Eylül Üniversitesi.
  43. Gül, Y. E. (2023). Araştırma yöntemlerinde yaklaşımlar ve felsefi ikilemler: Paradigma savaşları. Beytulhikme Uluslararası Felsefe Dergisi, 13(1), 296-315. 10.29228/beytulhikme.68781
  44. Gül, Y. E. & Eriş, E. (2024). Okul-işletme iş birliği kapsamında giyim üretim teknolojisi öğretmenlerinin işletmelerden beklentileri. Millî Eğitim Dergisi, 53(241), 183-208. https://doi.org/10.37669/milliegitim.1212366
  45. Güneş, A. (2018). Cezasız eğitim. Timaş Yayınları.
  46. Güven, İ. (2022). Türk eğitim tarihi. Pegem Akademi.
  47. Haapala, H. (2017). Finnish schools on the move: Students’ physical activity and school-related social factors [PhD Thesis]. LIKES Research Centre for Physical Activity and Health.
  48. Haapala, H. L., Hirvensalo, M. H., Laine, K., Laakso, L., Hakonen, H., Kankaanpää, A., Lintunen, T., & Tammelin, T. H. (2014). Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: cross-sectional associations. BMC Public Health, 14(1), 1114. https://doi.org/10.1186/1471-2458-14-1114
  49. Hemmings, A., Beckett, G., Kennerly, S., & Yap, T. (2013). Building a community of research practice. Journal of Mixed Methods Research, 7(3), 261–273. https://doi.org/10.1177/1558689813478468
  50. Hoff, D. L., & Mitchell, S. N. (2007). Should our students pay to play extracurricular activities? The Education Digest, 72(6), 27–34.
  51. Hyvonen, P. T. (2011). Play in the school context?: The perspectives of Finnish teachers. Australian Journal of Teacher Education, 36(8), 49–67. https:// files.eric.ed.gov/fulltext/EJ937006.pdf
  52. İleritürk, D. (2023). Evaluation of extracurricular activities in education according to pre-school teacher candidates’ views. Social Sciences & Humanities Open, 8(1), 500–524.
  53. Isopahkala-Bouret, U., Siivonen, P., & Haltia, N. (2023). ‘Some people may feel socially excluded and distressed’: finnish business students’ participation in extracurricular activities and the accumulation of cultural capital. Journal of Education and Work, 36(1), 52–64. https://doi.org/10.1080/1 3639080.2022.2162017
  54. Iucu, R., & Platis, M. (2012). Management of the professional practical training – strengths and weaknesses. Procedia - Social and Behavioral Sciences, 46, 4226–4229. https://doi.org/10.1016/j.sbspro.2012.06.231
  55. Ivaniushina, V. A., & Aleksandrov, D. A. (2015). Socialization through informal education: The extracurricular activities of Russian schoolchildren. Russian Education & Society, 57(4), 189–213. https://doi.org/10.1080/ 10609393.2015.1068553
  56. Ivanov, I., & Zviagintsev, R. (2023). Transformation of extracurricular education in post-Soviet countries: from universal access to inequality. Children and Youth Services Review, 155, 107221. https://doi.org/10.1016/j. childyouth.2023.107221
  57. Jeronen, E. K., Jeronen, J., & Raustia, H. (2009). Environmental education in Finland - A case study of environmental education in nature schools. International Journal of Environmental and Science Education, 4(1), 1–23.
  58. Jouhki, M. E. (2017). Memories and experiences of student associations in secondary schools in Finland in 1950—1970s [Unpublished doctoral dissertation]. International PhD-workshop in the histories of education, University of Örebro.
  59. Juntunen, M.-L., & Partti, P. H. (2020). Addressing current challenges in the Finnish school through music education: Perspectives from studies. In T. Laes & L. Hautsalo (Eds.), Perspectives from studies by Heidi Westerlund. Festschrift in honor of Heidi Westerlund (pp. 133–155). University of the Arts Helsinki.
  60. Karakuş, H., & Aktın, K. (2023). Okul öncesi eğitimde okul dışı öğrenme ortamlarının kullanım durumu. Boğaziçi Üniversitesi Eğitim Dergisi, 40–2(2), 71–99. https://doi.org/10.52597/buje.1016324
  61. Keeves, J. P. (2001). Comparative research in education: IEA studies. In International Encyclopedia of the Social & Behavioral Sciences (pp. 2421–2427). Elsevier. https://doi.org/10.1016/B0-08-043076-7/02350-0
  62. Khan, W., & Iqbal M. (2014). Role of co-curricular activities in school effectiveness. Middle-East Journal of Scientific Research, 21(11), 2169–2176.
  63. King, A. E., McQuarrie, F. A. E., & Brigham, S. M. (2021). Exploring the relationship between student Success and participation in extracurricular activities. SCHOLE: A Journal of Leisure Studies and Recreation Education, 36(1–2), 42–58. https://doi.org/10.1080/193715 6X.2020.1760751
  64. Kocayiğit, A., & Ekinci, N. (2020). Ortaöğretim okullarında uygulanan program dışı etkinliklerin öğretmen görüşlerine göre değerlendirilmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 16(29), 1810-1848. https:// doi.org/10.26466/opus.749109
  65. Korpela, S. (2017). Education in Finland: Key to the nation’s success. https:// www.scribd.com/document/551131004/Finfo-Education-in-Finland-En
  66. Kosaretsky, S., & Ivanov, I. (2020). Inequality in extracurricular education in Russia. International Journal for Research on Extended Education, 7(2– 2019), 132–142. https://doi.org/10.3224/ijree.v7i2.03
  67. Köse, E. (2013). A suggestion for the classification of extracurricular activities in educational institutions. International Journal Of Turkish Literature Culture Education, 2(2), 336–353. https://doi.org/10.7884/teke.151
  68. Koskimies, H., Berden, I., & Harju, E. (2019). New art and culture ‒ inspired pedagogy to Finnish schools. A child-centred approach to organising extracurricular activities. International Journal for Research on Extended Education, 6(2–2018), 205–212. https://doi.org/10.3224/ijree.v6i2.10
  69. Larson, R. W., & Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125(6), 701–736. https://doi.org/10.1037/0033- 2909.125.6.701
  70. Lehto, S., & Eskelinen, K. (2020). ‘Playing makes it fun’ in out-of-school activities: Children’s organised leisure. Childhood, 27(4), 545–561. https://doi.org/10.1177/0907568220923142
  71. Marsh, H., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4), 464– 515. https://doi.org/10.17763/haer.72.4.051388703v7v7736
  72. McCabe, J., Dupéré, V., Dion, E., Thouin, É., Archambault, I., Dufour, S., Denault, A.-S., Leventhal, T., & Crosnoe, R. (2020). Why do extracurricular activities prevent dropout more effectively in some high schools than in others? A mixed-method examination of organizational dynamics. Applied Developmental Science, 24(4), 323–338. https://doi.org/10.1080 /10888691.2018.1484746
  73. McGaha, V., & Fitzpatrick, J. (2010). Employment, academic and extracurricular contributors to college aspirations. Journal of College Admission, 20, 22–29. https://files.eric.ed.gov/fulltext/EJ886927.pdf
  74. MEB. (2021). Ek Ders Yönetmeliği. https://hacilar.meb.gov.tr/meb_iys_ dosyalar/2022_11/09152032_Ek-Ders-Yonetmeligi-2022-2023.pdf
  75. MEB. (2024). Türkiye yüzyılı maarif modeli öğretim programları ortak metni. https://tymm.meb.gov.tr/ortak-metin
  76. Meier, A., Hartmann, B. S., & Larson, R. (2018). A quarter century of participation in school-based extracurricular activities: Inequalities by race, class, gender and age? Journal of Youth and Adolescence, 47(6), 1299–1316. https://doi.org/10.1007/s10964-018-0838-1
  77. Mercik, V. (2015). Eğitimde fırsat eşitliği, toplumsal genel başarı ve adalet ilişkisi: PISA projesi kapsamında Finlandiya ve Türkiye deneyimlerinin karşılaştırması. [Yayımlanmamış yüksek lisans tezi]. Balıkesir Üniversitesi.
  78. Metsäpelto, R.-L., Pulkkinen, L., & Tolvanen, A. (2010). A school-based intervention program as a context for promoting socioemotional development in children. European Journal of Psychology of Education, 25(3), 381–398. https://doi.org/10.1007/s10212-010-0034-5
  79. Ministry of Education and Culture. (2014). Proposal for children’s culture policy programme. https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/75260/ tr10.pdf;jsessionid=433243BE62BE2756571C6C12D43D010B?sequence=1
  80. Ministry of Education and Culture. (2024a). Before- and after-school activities.https://okm.fi/en/before-and-after-school-activities?__ cf_chl_tk=urWDCDnEG57R2zmCDP1TGDqyONUVR1xW_5F. jRTdxI8-1728367220-0.0.1.1-5247
  81. Ministry of Education and Culture. (2024b). Early childhood education and care. https://okm.fi/en/early-childhood-education-and-care
  82. Moriano, A. J., Alos F., Alcalá, R., Pino, J. M., Herruzo, J., & Ruiz, R. (2006). Extracurricular activities and academic performance in secondary students. Electronic Journal of Research in Educational Psychology, 4(1), 35–46.
  83. Nyaisa, F. N. (2024). The challenges of managing extracurricular activities for Pre-Primary children’s physical development in Meru District Council- Arusha. Journal of Issues Practice in Education, 15(2), 69–87. https:// doi.org/10.61538/jipe.v15i2.1390
  84. O’dea, J. W. (1994). Pursuing truth in narrative research. Journal of Philosophy of Education, 28(2), 161–172. https://doi.org/10.1111/j.1467-9752.1994. tb00323.x
  85. Özel, P. (2018). 2015 PİSA sonuçlarının yorumlanması ve Finlandiya-Türkiye eğitim sistemlerinin kıyaslanması. International Journal of Innovative Approaches in Education, 2(2), 57–66. https://doi.org/10.29329/ ijiape.2018.148.3
  86. Pulkkinen, L. (2012). The integrated school day: Improving the educational offering of schools in Finland. In C. Clouder, B. Heys, M. Matthes, & P. Sullivan (Eds.), Improving the quality of childhood in Europe 2012 (pp. 44–67). European Council for Steiner Waldorf Education.
  87. Pulkkinen, L., & Berden, I. (2017). A new child-centered approach to the organization of extra-curricular activities in Finnish schools. International Forum on After School, 1(1), 131–136. https://jyx.jyu.fi/ handle/123456789/66125
  88. Rathore, K., Chaudhry, A. Q., & Azad, M. (2016). Relationship between cocurricular activities and exam performance: Mediating role of attendance,. Bulletin of Education and Research, 40(1), 183–196.
  89. Ratinen, I., Sarivaara, E., & Kuukkanen, P. (2023). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor Learning, 23(2), 146–157. https://doi.org/10.1080/14729679.2021.1984 962
  90. Sansar, H. H. (2020). Okul yöneticilerinin ders dışı sosyal etkinliklere yönelik görüşlerinin incelenmesi: Fenomolojik bir çözümleme. Uluslararası Bozok Spor Bilimleri Dergisi, 1(1), 31–42.
  91. Shaffer, M. L. (2019). Impacting student motivation: Reasons for not eliminating extracurricular activities. Journal of Physical Education, Recreation & Dance, 90(7), 8–14. https://doi.org/10.1080/07303084.2019.1637308
  92. Slavin, R. E. (2017). Eğitim psikolojisi kuram ve uygulama. Nobel Akademik Yayıncılık.
  93. Snellman, K., Silva, J. M., & Putnam, R. D. (2015). Inequity outside the classroom: Growing class differences in participation in extracurricular activities. Voices in Urban Education, 40, 7–14. https://files.eric.ed.gov/ fulltext/EJ1056739.pdf
  94. Sözer, Y. (2015). Sınıf içi öğrenmeleri destekleyen okul dışı aktif öğrenmeler: Bir meta-sentez çalışması [Yayımlanmamış doktora tezi]. Dicle Üniversitesi.
  95. Statista. (2024). Employment rate in Finland from 2013 to 2023, by gender. https://www.statista.com/statistics/524762/finland-employment-rate-bygender/
  96. Stavrou, T. E., & Koutselini, M. (2016). Differentiation of teaching and learning: The teachers’ perspective. Universal Journal of Educational Research, 4(11), 2581–2588. https://doi.org/10.13189/ujer.2016.041111
  97. Stoner, M., Rautiainen, M., Moisio, O. P., & Green, C. (2014). The” finnish miracle” in education: Pedagogy, policy, or something else? The National Teaching & Learning Forum, 23(4), 5–7. https://www.academia. edu/8618540/The_Finnish_Miracle_in_Education_Pedagogy_Policy_ or_Something_Else_part_two_
  98. Türkiye Cumhuriyeti Millî Eğitim Bakanlığı (2019). Sosyal etkinlikler yönetmeliği (Resmî Gazete, Pub. L. No. 30522). Pub. L. No. 30522 (2019). https://ogm.meb.gov.tr/meb_iys_dosyalar/2019_09/25145204_ SOSYAL_ETKYNLYKLER_YON.pdf
  99. Uysal, F., & Elgün, İ. Ö. (2020). Hangi program dışı etkinliğe dahilim? 3rd International New York Conference on Evolving Trends in Interdisciplinary Research & Practices, 352–358. https://www. researchgate.net/publication/346976211_HANGI_PROGRAM_DISI_ ETKINLIGE_DAHILIM
  100. Vainikainen, M. P., & Koivisto, M. (2018). Raising the achievement of all learners in inclusive education. European Agency for Special Needs and Inclusive Education. https://www.european-agency.org/sites/default/ files/Raising%20Achievement%20%C2%ADLiterature%20Review.pdf
  101. Wesner, L. D. (2015). Trend in theory and practice of extra-curriculum activities in secondary schools as shown in educational literature [Unpublished doctoral dissertation]. Indiana State University.
  102. Wilk, K. (2017). The best educational systems in the world on example of European and Asian countries. HOLISTICA – Journal of Business and Public Administration, 8(3), 103–115. https://doi.org/10.1515/hjbpa-2017-0028
  103. Wilson, N. (2009). Impact of extracurricular activities on students. [Unpublished master’s thesis] University of Wisconsin-Stout, Menomonie.
  104. Xu, L., Gauthier, A. H., & Strohschein, L. (2009). Why are some children left out? Factors barring Canadian children from participating in extracurricular activities. Canadian Studies in Population, 36(3–4), 325. https://doi. org/10.25336/P6CW3H
  105. Yalçın, O. M., & Hanoğlu, E. T. (2020). OECD’nin uluslararası öğrenci değerlendirme programında başarılı ülkeler ile Türkiye’nin eğitim yönetimi ve denetimi açısından karşılaştırılması. Yükseköğretim ve Bilim Dergisi, 1, 36–44.
  106. Yıldırım, S. G., & Demirel, M. (2019). Türk tarihinde değerler ve değerler eğitimi üzerine bir inceleme. Eğitim Kuram Ve Uygulama Araştırmaları Dergisi, 5(1), 92–99.
  107. Yıldız-durak, H., & Seferoğlu, S. S. (2016). Comparison of PISA results in terms indicators of digital divide: Turkey, Finland and Korea samples. Kastamonu Education Journal, 24(1), 1–16.
  108. YÖK. (2018). Yeni öğretmen yetiştirme lisans programları.
  109. Yonca, Z. D. (2018). Finlandiya’nin PİSA başarisina etki eden faktörler ve Türkiye açısından karşılaştırılması. Uluslararası Eğitim Bilimleri Dergisi, 14, 136–146.
  110. Youth Law center. (2019, April). Closing the extracurricular gap: Prioritizing extracurricular activities as key interventions for children and youth in foster care and juvenile justice. Youth Law Center. https://www.ylc.org/ wp-content/uploads/2019/01/Closing-the-Extracurriculars-Gap-2022. pdf
  111. Çöğmen, S. (2020). Eğitimde program dışı etkinlikler. A. Küçükoğlu (Ed.), Eğitimde program dışı etkinlikler kuramdan uygulamaya içinde(s. 2–25). Pegem Akademi.
  112. Elcock, T. G. (2017). A case study of sixth form secondary school students’ perceptions on participation in school-based extra-curricular activities at a co-educational, government secondary school in the Victoria Education [Unpublished master’s thesis]. The University of the West Indies. https:// uwispace.sta.uwi.edu/server/api/core/bitstreams/2d6292ee-41ef-4e6cab40- 56ba32675094/content
  113. Khan, W., & Iqbal M. (2014). Role of co-curricular activities in school effectiveness. Middle-East Journal of Scientific Research, 21(11), 2169–2176.
  114. Kocayiğit, A., & Ekinci, N. (2020). Ortaöğretim okullarında uygulanan program dışı etkinliklerin öğretmen görüşlerine göre değerlendirilmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 16(29), 1810-1848. https:// doi.org/10.26466/opus.749109