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Journals / Mersin Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 22 Sayı: 1

The Transformative Impact of Teaching and Learning Centers on Enhancing the Quality of Teaching and Learning Processes in Higher Education: “The Case of the UK”

Yükseköğretimde Öğretme ve Öğrenme Merkezlerinin Eğitim Süreçlerinin Kalitesinin Geliştirilmesindeki Dönüştürücü Etkisi: “İngiltere Örneği”

Fahriye Hayırsever(DÜZCE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-3134-4792
Nurdan Kalaycı(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0003-1982-2410
Nikolaos Vogiatzis(ARISTOTLE UNIVERSITY, SCHOOL of ENGLISH)0009-0002-4095-5453
Pages
214–242
Publication Date
2026-04-28
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AI Summary & Key Takeaways

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

Sustainable cooperation between centers in the UK and Türkiye is expected to benefit both countries.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Scientific, social, and economic changes worldwide affect the practices of higher education institutions in education, research, and community service.
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Key Findings & Data:These programs shape educational policies, ranging from individual teaching consultations to institution-wide strategic initiatives, while conducting evaluations and systematically monitoring outcomes to ensure the sustainability of the quality of teaching and learning processes.
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Conclusion & Impact:Sustainable cooperation between centers in the UK and Türkiye is expected to benefit both countries.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Yükseköğretim · öğretme ve öğrenme merkezleri · İngiltere yükseköğretim sistemi

Abstract

Scientific, social, and economic changes worldwide affect the practices of higher education institutions in education, research, and community service. Various academic units exist within universities to implement these practices. One such unit is the teaching and learning centers established in higher education institutions to ensure the quality of education and teaching services. These centers offer many activities, including professional development opportunities for faculty and support for students' academic and personal development. This article analyzes the professional development programs for faculty implemented by the Teaching and Learning Centers at Oxford, Manchester, Edge Hill, and Leeds Universities in the UK. It is a qualitative study using descriptive and comparative educational research models. The data sources are data and documents from the official websites of the teaching and learning centers. A document analysis technique was used to analyze the data. Some of the research findings are as follows: Oxford University's Teaching and Learning Center implements seven programs for experienced faculty, Edge Hill implements four, Manchester implements three, and Leeds implements three. The common goal of all programs is to develop faculty's academic and teaching skills in line with their needs. They also aim to ensure the internationalization of universities through technology-supported education and access to global digital resources. Teaching and learning centers in the UK are integral to quality assurance and institutional transformation. These programs shape educational policies, ranging from individual teaching consultations to institution-wide strategic initiatives, while conducting evaluations and systematically monitoring outcomes to ensure the sustainability of the quality of teaching and learning processes. Sustainable cooperation between centers in the UK and Türkiye is expected to benefit both countries.

Özet

Dünyadaki bilimsel, toplumsal ve ekonomik değişim ve dönüşümler, yükseköğretim kurumlarının eğitim-öğretim, araştırma ve topluma hizmet alanlarındaki uygulamalarını etkilemektedir. Bu uygulamaların gerçekleştirilmesine yönelik üniversitelerde çeşitli akademik birimler bulunmaktadır. Bu birimlerden biri yükseköğretim kurumlarında eğitim-öğretim hizmetlerinin nitelikli olarak yürütülmesi amacıyla kurulan öğretme ve öğrenme merkezleridir. Bu merkezlerde, öğretim elemanlarına yönelik mesleki ve profesyonel gelişim fırsatları sunma, öğrencilere yönelik akademik ve kişisel gelişime katkıda bulunma gibi birçok faaliyet yürütülmektedir. Bu makalede, İngiltere'deki Oxford, Manchester, Edge Hill ve Leeds Üniversitelerindeki Öğretme ve Öğrenme Merkezleri tarafından uygulanan öğretim elemanlarına yönelik mesleki gelişim programları analiz edilmiştir. Bu araştırma betimsel ve karşılaştırmalı eğitim araştırma modellerini kullanan nitel bir çalışmadır. Araştırmanın yöntemi doküman incelemesidir. Veri kaynakları öğretme-öğrenme merkezlerinin resmî web sitelerindeki bilgi ve belgelerdir. Verilerin analizinde doküman analizi tekniği kullanılmıştır. Araştırma bulgularından bazıları şunlardır: Oxford Üniversitesi Öğretme ve Öğrenme Merkezi deneyimli öğretim elemanları için yedi program uygularken, Edge Hill dört, Manchester üç ve Leeds üç program uygulamaktadır. Tüm programların ortak amacı, öğretim elemanlarının gereksinimleri doğrultusunda akademik ve öğretim becerilerini geliştirmektir. Ayrıca, bu merkezler teknoloji destekli eğitimler ve küresel dijital kaynaklara erişim yoluyla üniversitelerin uluslararasılaşmasını sağlamayı amaçlamışlardır. İngiltere'deki öğretme ve öğrenme merkezleri kalite güvencesi ve kurumsal dönüşümün ayrılmaz bir parçasıdır. Bu programlar, bireysel öğretim danışmanlığından üniversite çapında stratejik programlara kadar, eğitim politikalarını doğrudan şekillendirmekte, değerlendirme yapmakta, sonuçları sistematik olarak izleyerek kaliteyi sürdürülebilir kılmaktadır. İngiltere ve Türkiye’deki merkezler arasındaki iş birliğinin sürdürülebilirliğinin her iki ülke açısından faydalı olması beklenmektedir.

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Cite This Article

Hayırsever, F., Kalaycı, N., Vogiatzis, N. (2026). The Transformative Impact of Teaching and Learning Centers on Enhancing the Quality of Teaching and Learning Processes in Higher Education: “The Case of the UK”. Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 22 Sayı: 1, 214–242. https://doi.org/10.17860/mersinefd.1881870

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