| Impact of Human Capital and Weak Ties in Social Networks on Employability | Mahmut ÖZER | 254–274 |
| Bibliometric Analysis of the Articles on STEM/STEAM Education in Gifted Students | Güliz KAYMAKCI, Şendil CAN | 275–308 |
| Examination of Bodily Setup Teaching in Written Bağlama Teaching Materials | Erol ATMACA, Sami Emrah GEREKTEN | 309–358 |
| An Analysis of the Turkish Education Policy Adopted between 1970 and 1980: Hababam Sınıfı Sample | Gözde EKEN TAŞKAYA | 359–384 |
| Empathy Levels, Self-Perceptions, and Play Interactions of Children Aged 60-72 Months in the Preschool Period | Hazal ERSAL, Erhan ALABAY | 385–426 |
| Investigation of Academic Procrastination Behavior of University Students Based on Various Variables | Serpil UMUZDAŞ, Ayşenur ÜSTÜN, Hamza ÜSTÜN, Mehmet Serkan UMUZDAŞ | 427–457 |
| What Kind of Information Is Provided to Families of Children with Hearing Loss in Early Education Practices? | Hilal ATLAR-YILDIRIM, Çiğdem UYSAL, Tezcan ÇAVUŞOĞLU, Hülya Ceren TUTUK, Hasan GÜRGÜR | 458–490 |
| Perception of Democracy: A Scale Development Study | Abdurrahman KILIÇ, Burcu ÖKMEN, Şeyma ŞAHİN | 491–521 |
| Exploring English Major Students’ Pronunciation Anxiety | Didem ERDEL | 522–548 |
| The Effect of Test Design on Misrouting in Computerized Multistage Testing | Mahmut Sami YİĞİTER, Nuri DOĞAN | 549–587 |
| Validity and Reliability Study of the Social Entrepreneurial Leadership Scale (SGLO) | Hamza ÖZ, Nuri BALOĞLU | 588–615 |
| The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers | Haki PEŞMAN, Üzeyir ARI | 616–641 |
| Preservice Social Studies Teachers’ Views About Instructional Technologies Course | Eray ALACA, Tercan YILDIRIM | 642–669 |
| Behavior Scale for Household Waste Recycling: A Validity and Reliability Study | Yunus Emre ÖNER, Tohit GÜNEŞ | 670–700 |
| Investigation of Primary School Students' Views on Knowledge, Attitudes, and Behaviors towards Environment | Fatih ŞEKER | 701–732 |
| Self-Regulated Learning Skills of ELT Pre-Service Teachers during Post-Earthquake Emergency Remote Education in Türkiye | Seçil TÜMEN AKYILDIZ, Oğuzcan ÇIĞ, Vildan ÇELİK | 733–764 |
| Promoting Diversity and Culturally Responsive Pedagogy in Higher Education | Pervin Oya TANERİ, Özlem Yeşim ÖZBEK | 765–813 |
| Teachers’ Perceptions of Musical Activities in Early Childhood Education: A focus on examples from Türkiye | Elçin YAZICI ARICI, Maria AMPARTZAKİ, Stamatios PAPADAKİS, Michail KALOGİANNAKİS | 814–856 |
| A Metaphorical Analysis: Pre-service EFL Teachers’ Perceptions on the Concepts of “Technology” and “Web 2.0 Tools” | Serpil UÇAR | 857–892 |
| An Analysis of the Relationship between Teachers' Workload and Work-Life Balance | Sema TEKİN, Nihan DEMİRKASIMOĞLU | 893–937 |
| Social Studies Teachers' Experiences Regarding Resource Room Applications | İdris KINASAKAL, Abdulkerim DEMİR, Selahattin KAYMAKCI | 938–988 |
| Comparison of Propensity Score Weighting Methods to Remove Selection Bias in Average Treatment Effect Estimates | Sungur GÜREL, Walter Lana LEİTE | 989–1031 |
| Challenges Faced by Gifted Students in the School Environment and Proposed Solutions | Özge ÜNLÜ, Yazgül KARADAŞ | 1032–1071 |
| Investigation of ChatGPT and Real Raters in Scoring Open-Ended Items in Terms of Inter-Rater Reliability | Seda DEMİR | 1072–1099 |