| Mapping the Internationalization of Higher Education in Türkiye | Barış ERİÇOK, Gökhan ARASTAMAN | 143–156 |
| Problems Experienced by Graduate Students in the Department of International Trade and Logistics | Selin BOLAT, Sezen BOZYİĞİT | 157–177 |
| Academic and Emotional Implications of COVID-19 on University Students: Changes in Three Periods | Aysun ERGÜL TOPÇU, İlkiz ALTINOĞLU DİKMEER, Cemrenur KARAASLAN, Merve KOÇAK ÇAPKIN | 179–189 |
| The Relationship of Morning and Evening Education with Biological Rhythm and Academic Achievement | Fatma BAŞALAN İZ, Tangül AYTUR ÖZEN, İsmihan Yağmur AYDEMİR | 191–198 |
| Academic and Vocational Expectations of Associate Degree Students in Economics Programs: Vakfikebir Vocational School | Esra ATABAY, Nazende ALLUŞOĞLU | 199–210 |
| Determining Emergency Remote Teaching Practices in Higher Education Within the Context of the Management Component of Open and Distance Learning | Hakan GENÇ, Mehmet KESİM | 211–226 |
| Nursing Students’ Learning Styles and Attitudes Towards Learning: A Cross-Sectional Study | Simge EVRENOL ÖÇAL, Seda ÇETİN AVCI, Gülşen IŞIK, İlknur YEŞİLÇINAR, Sakine Zeyna CAN, Nuray EGELİOĞLU CETİŞLİ | 227–236 |
| “I realized that I can express myself”: Motivational Drives behind Freshmen Attendance in Lectures | Okan GÜLBAK, Gizem MUTLU GÜLBAK | 237–245 |
| Cognitive Flexibility and Perceived Social Support as Predictors of Stress in Pandemic | Merve GÜNDÜZ SOYTÜRK, Burak AKDENİZ | 247–255 |
| What Do(‘nt) University Rankings Tell Us? The Visible and Invisible Side of the Iceberg | Bilal SARAÇ, Bayram Zafer ERDOĞAN | 257–271 |
| Raising Scientists: A Phenomenological Study on Advisor - Advisee Relationships in Doctoral Education | Sevinç GELMEZ BURAKGAZİ, Gökçe GÖKALP, Sevgi KAYA KAŞIKÇI, Hamdican YILDIRIM, Amine Merve ERCAN, Ali YILDIRIM | 273–286 |
| Examining the Relationships Between Organizational Gossip, Emotional Exhaustion and Collaboration: The Case of Tourism Academics |