| Investigation of Informal Learning Activities of Social Studies and Science Teacher Candidates During and Before the Pandemic | Mahmut Sami KILIÇ, Serpil RECEPOĞLU | 1–28 |
| Opinions of University Students on Their Trust in the Education System During the Covid 19 Pandemic Process | Servet ÖZDEMİR, Hatice TURAN | 29–52 |
| Perceptions of Alienation of Employees in the Pandemic Process | Nurdan ÖDEMİŞ KELEŞ, Necati CEMALOĞLU | 53–83 |
| The Covid 19 Pandemic and Academics: Psychological Reflections and Its Impact on Social Life | Hatice ODACI, Tuğba TÜRKKAN, Kenan BÜLBÜL | 85–121 |
| An Investigation of Student Experiences about Online Distance Education at Higher Education in the Covid-19 Term | Hakan TEKEDERE, Sami ŞAHİN, Hanife GÖKER | 123–166 |
| Opinions of Field Experts on Measurement and Evaluation Process Implemented in Open and Distance Learning Environments: A Case Study | İlker USTA, Hakan KILINÇ, Muhammet Recep OKUR | 167–200 |
| Evaluation of Training Activities Organized for Private Sector Employees and Their Transformation in Covid-19 Pandemic | Merve TUNCA, Murat BÜLBÜL | 201–238 |
| Analysis of Teacher Candidates 'Perceptions of Computer Self-Efficiency And Attitudes Towards E-Learning | Mehmet Yaşar KILIÇ | 239–272 |
| E-Learning Attitude Scale: The University Students Form Validity and Reliability Study | Yunus Emre YARAYAN, Ahmet Emre FAKAZLI, Levent İLHAN | 273–302 |
| Evaluation of the Effect of 8th Class Mathematics Course Program Activities on the Conceptual Developments of the Students in the Transformation Geometry Unit | Esin AKPINAR, Gulay EKİCİ | 303–346 |
| Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* ** | Betül ALTAY, Asuman Seda SARACALOĞLU | 347–394 |
| Educational Servıces Provıded to Immigrant Children With Special Needs: Comparison of the USA and Turkey* | Serra HATİPOGLU | 395–421 |
| An Analysis of Life Studies Textbooks in Terms of Diversities | Emrullah AKCAN, Ömer Alper TÜRKMENOĞLU | 423–459 |
| The Effect of a Hybrid Book Based on the Writing to Learn Activities Supported Learning Environment on Student Achievement | Hakan ÇÖMEN, Salih UZUN | 461–483 |
| Evaluation of Communication and Interaction with Children in the Classroom Management of Preschool Teachers within the Scope of Child Neglect | Nesrin AKBAYRAK, Nalan KURU | 485–519 |
| A Semiotic Approach to the Reading of Literary Texts in EFL Classes* ** | Necat KUMRAL | 521–539 |
| A Systematic Compilation Study on Digitalization in Language Education* | Emine SUR | 541–584 |
| Secondary School Students’ English Learning Difficulties: A Case Study | Seda ÖZER, Cenk AKAY | 711–747 |
| Special Education Teachers’ Metaphorical Perceptions Regarding The Students With Multiple Disabilities | Adile Emel SARDOHAN YILDIRIM, Müzeyyen ELDENİZ ÇETİN | 749–786 |
| The Investigation of the Relationship Between Cyberbullying, Social Competence and Social Relations | Yener AKMAN | 787–816 |
| Exploring Reasons Why Educators Choose to Become a School Administrator and Appointment Processes | Salih YILMAZ, Ali CÜLHA, Ayşegül TAŞDEMİR | 817–843 |
| The Effect of Drama Activities on Speaking Skills in Foreign Language Teaching | Murat ÇOKYAMAN, Hacı Ömer BEYDOĞAN | 845–871 |
| Developing the Attitude towards Learning Foreign Languages Scale for Students Studying at the Schools of Foreign Languages | Celal Turgut KOÇ, Ahmet Erdost YASTIBAŞ | 873–896 |
| The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish | Büşra Nur DURMAZ, Asuman AŞIK | 897–920 |
| Historical Figures in High School History Textbooks | İlker DERE, Ahmet Burak ÜLKER | 921–956 |
| Evaluation on The Documentary of Tarihin Ruhu in View of the History Teaching | Yusuf Ziya AKTAŞ | 957–995 |