| Determination of science teachers' views on sustainable development and zero waste | Nilüfer OKUR AKÇAY, Şüheda DAL | 438–459 |
| Education and competencies for sustainable development from the perspective of science teachers | Bahattin Aydınlı, Fatih Şeker | 460–479 |
| The effect of STEM activities on students’ academic achievement and problem solving skills: Matter and heat unit | Serpil Kalaycı, Müberra Nağaç | 480–498 |
| Examining of perception levels of secondary education students regarding outdoor learning | Elif Omca Çobanoğlu, Pınar Tağrikulu, Ayça Cirit Gül | 499–513 |
| Analysis of science questions in eighth grade central exams according to cognitive fields of TIMSS-2019 | Ayberk Bostan Sarıoğlan, Gamze Dolu, Nebahat Sevim | 514–533 |
| Reflection of child abuse on postgraduate studies in Turkey: A literature review | Perihan Tuğba ŞEKER, Sevilay ÇUBUK | 534–552 |
| The analysis of mothers’ support for their children’s education according to some variables | Nihan Demirkasımoğlu, İrem Taşer | 553–573 |
| Cynicism about organisational change scale: Turkish adaptation, validity and reliability analysis | Şöheyda Göktürk, Tijen Tülübaş | 574–591 |
| Comparison of Turkey and Kazakhstan middle school mathematics teaching programmes | Ali Özkaya | 592–611 |
| Turkish primary-level efl teachers’ views on the scope and effectiveness of content-based instruction | İrem Kışlal, Melike Ünal Gezer | 612–626 |
| Evaluation of Bertini's book 25 etudes elementaires op. 137 used in piano education in terms of technical and musical learning outcomes | Özlem Ömür | 627–641 |
| Review of ınterventions for executive functions of students with specific learning disabilities | Bora GÖRGÜN, Özge Sultan BALIKÇI | 642–662 |
| Transition from Integration to Inclusion in Turkey | Macid Ayhan MELEKOĞLU, Orhan ÇAKIROĞLU, Ebru ÜNAY |