Bağımlılığı Önleme Dersinin Davranışsal Bağımlılıklar ve Düzensiz Yeme Davranışları Üzerindeki Etkisi
Abstract
Bu çalışma, üniversite öğrencilerinin davranışsal bağımlılıkları ve yeme davranışları üzerindeki Bağımlılığı Önleme dersinin etkisini inceleyerek yükseköğretimde daha sağlıklı yaşam alışkanlıklarının geliştirilmesine katkı sağlamayı amaçlamaktadır. Araştırma; genç yetişkinler arasında giderek yaygınlaşan teknoloji bağımlılığı, çevrim içi alışveriş bağımlılığı ve bozulmuş yeme davranışlarına odaklanmıştır. Araştırmanın örneklemini Türkiye’de öğrenim gören 104 lisans öğrencisi oluşturmuştur. Katılımcıların 52’si deney grubunda, 52’si kontrol grubunda yer almıştır. Deney grubu 10 hafta (20 saat) süren yapılandırılmış Bağımlılığı Önleme dersine katılmış, kontrol grubuna ise herhangi bir müdahale uygulanmamıştır. Program, araştırmacı rehberliğinde akran etkileşimli bir çerçevede yürütülmüş; davranışsal bağımlılıklar ve düzensiz yeme davranışlarında sık görülen öz-denetim eksikliğini hedeflemek amacıyla Bilişsel Davranışçı Terapi (BDT) teknikleri (bilişsel yeniden yapılandırma, öz-düzenleme) ve motivasyon artırma stratejileri kullanılmıştır. Araştırmada ön test–son test kontrol gruplu desen kullanılmıştır. Veriler; Kişisel Bilgi Formu, Teknoloji Bağımlılığı Ölçeği, Çevrim İçi Alışveriş Bağımlılığı Ölçeği ve Yeme Bozukluğu Davranışları Ölçeği aracılığıyla toplanmıştır. Bulgular, deney grubunda davranışsal bağımlılık düzeylerinde kontrol grubuna kıyasla anlamlı azalmalar olduğunu göstermiştir. Özellikle teknoloji bağımlılığının sosyal medya kullanımı, anlık mesajlaşma, çevrim içi oyun ve web sitesi kullanımı alt boyutlarında belirgin düşüşler saptanmıştır. Ayrıca çevrim içi alışveriş bağımlılığı ve düzensiz yeme davranışlarında da iyileşmeler görülmüştür. Sonuçlar, yapılandırılmış psiko-eğitsel programların üniversite öğrencilerinde davranışsal bağımlılıkları azaltmada ve sağlıklı alışkanlıkları desteklemede etkili olduğunu göstermektedir. Bu tür derslerin üniversite müfredatına entegre edilmesi ve sürdürülebilir rehberlik hizmetleriyle desteklenmesi önerilmektedir.
Keywords
teknoloji bağımlılığı çevrimiçi alışveriş bağımlılığı psikoeğitim programları düzensiz yeme davranışları
Ethical Statement
Çalışma protokolü Artvin Çoruh Üniversitesi Bilimsel Araştırma ve Etik İnceleme Kurulu tarafından onaylanmıştır (E-18457941-050.99-152744).
Supporting Institution
Bu araştırma, Artvin Çoruh Üniversitesi Bilimsel Araştırma Projeleri Koordinatörlüğü tarafından 2024.S35.02.02 numaralı proje ve E-75512070-604.01-162439 numaralı belge ile desteklenmiştir. Projeye katılan araştırmacı, makaleye katkıda bulunmadığı için haklarından feragat etmiştir.
Project Number
E-75512070-604.01-162439
Thanks
Çalışmaya gönüllü olarak katılan öğrencilerime teşekkür ederim.
References
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- Hübel, C., Abdulkadir, M., Herle, M., Loos, R. J. F., Breen, G., Bulik, C. M., & Micali, N. (2021). One size does not fit all. Genomics differentiates among anorexia nervosa, bulimia nervosa, and binge-eating disorder. The International Journal of Eating Disorders, 54(5), 785–793. https://doi.org/10.1002/eat.23481
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- Karhulahti, V. M., Martončik, M., & Adamkovič, M. (2023). Measuring internet gaming disorder and gaming disorder: A qualitative content validity analysis of validated scales. Assessment, 30(2), 402-413. https://doi.org/10.1177/10731911211055435
- Kukar-Kinney, M., Ridgway, N. M., & Monroe, K. B. (2009). The relationship between consumers' tendencies to buy compulsively and their motivations to shop and buy on the internet. Journal of Retailing, 85(3), 298-307. https://doi.org/10.1016/j.jretai.2009.05.002
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- Kuss, D. J., & Griffiths, M. D. (2011). Internet gaming addiction: A systematic review of empirical research. International Journal of Mental Health and Addiction, 10(2), 278-296. https://doi.org/10.1007/s11469-011-9318-5
- Kuss, D. J., & Lopez-Fernandez, O. (2016). Internet addiction and problematic internet use: A systematic review of clinical research. World Journal of Psychiatry, 6(1), 143-176. https://doi.org/10.5498%2Fwjp.v6.i1.143
- Levine, M. P., & Smolak, L. (2002). Body image development in adolescence. Body Image: A Handbook of Theory, Research, and Clinical Practice, 74-82.
- Levine, M. P., & Smolak, L. (2006). The prevention of eating problems and eating disorders: Theory, research, and practice. Lawrence Erlbaum Associates.
- Liu, Q. X., Fang, X.Y., Yan, N., et al. (2015). Multi-family group therapy for adolescent Internet addiction: Exploring the underlying mechanisms. Addictive Behaviors, 42, 1–8. https://doi.org/10.1016/j.addbeh.2014.10.021
- Lu, P., Qiu, J., Huang, S., Wang, X., Han, S., Zhu, S., ... & Yuan, Y. (2025). Interventions for digital addiction: Umbrella review of meta-analyses. Journal of Medical Internet Research, 27, e59656. https://doi.org/10.2196/59656
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Abstract
This study examined the impact of an Addiction Prevention course on university students’ behavioral addictions and eating behaviors, aiming to promote healthier lifestyle habits in higher education. The research focused on technology addiction, online shopping addiction, and disordered eating, which are increasingly prevalent among young adults. The sample consisted of 104 undergraduate students in Türkiye, with 52 assigned to the experimental group and 52 to the control group. The experimental group participated in a structured 10-week (20-hour) Addiction Prevention course, while the control group received no intervention. The program was delivered within a peer-interactive framework under the guidance of the researcher and incorporated Cognitive Behavioral Therapy (CBT) techniques, such as cognitive restructuring and self-regulation, along with motivation enhancement strategies to address deficits in self-control associated with behavioral addictions and disordered eating. A pretest–posttest control group design was employed. Data were collected using a Personal Information Form, Technology Addiction Scale, Online Shopping Addiction Scale, and Eating Disorders Behavior Scale. Findings indicated significant reductions in behavioral addiction levels in the experimental group compared to the control group. Notable decreases were observed in subdimensions of technology addiction, including social media use, instant messaging, online gaming, and website usage. Improvements were also found in online shopping addiction and disordered eating behaviors. These results suggest that structured psychoeducational programs are effective in reducing behavioral addictions and promoting healthier habits among university students. Integrating such courses into university curricula and providing ongoing guidance services may help sustain these positive outcomes.
Keywords
technology addiction online shopping addiction psychoeducational programs disordered eating
Ethical Statement
The study protocol has been approved by Artvin Çoruh University Scientific Research and Ethical Review Board (E-18457941-050.99-152744).
Supporting Institution
This research was supported by Artvin Çoruh University Scientific Research Projects Coordinatorship as project numbered 2024.S35.02.02 with document number E-75512070-604.01-162439. The researcher involved in the project has waived her rights because she did not contribute to the article.
Project Number
E-75512070-604.01-162439
Thanks
I would like to thank the students who voluntarily participated in this study.
References
- Andreassen, C. S., Griffiths, M. D., Pallesen, S., Bilder, R. M., Torsheim, T., & Aboujaoude, E. (2015). The Bergen Shopping Addiction Scale: Reliability and validity of a brief screening test. Frontiers in Psychology, 6, 1374. https://doi.org/10.3389/fpsyg.2015.01374
- Andreassen, C. S., Pallesen, S., & Griffiths, M. D. (2016). The relationship between addictive use of social media, narcissism, and self-esteem: Findings from a large national survey. Addictive Behaviors, 64, 287-293. https://doi.org/10.1016/j.addbeh.2016.03.006
- Anjani, K. R. D., Dantes, N., & Dwiarwati, K. A. (2024). Effectiveness of behavioral counseling services self-management techniques to reduce social media addiction in high school students. Bisma the Journal of Counseling, 8(1), 43-48. https://doi.org/10.23887/bisma.v8i1.81624
- Avci, D., Gündoğdu, N. A., Dönmez, R. H., & Avci, F. E. (2023). Students as teachers: Effect of the peer education model on reducing smartphone addiction in adolescents. Health Education Research, 38(2), 107-118.
- Aydın, F. (2017). Students' views on the problems caused by technology addiction in the classroom environment. Master's thesis, Ankara University, Ankara.
- Billieux, J., Philippot, P., Schmid, C., Maurage, P., De Mol, J., & Van der Linden, M. (2015). Is dysfunctional use of the mobile phone a behavioural addiction? Confronting symptom-based versus process-based approaches. Clinical Psychology & Psychotherapy, 22(5), 460-468. https://doi.org/10.1002/cpp.1910
- Berber Çelik, Ç. (2016). An educational intervention in reducing the propensity for Internet addiction. Addicta: The Turkish Journal on Addictions, 3, 365‒386.
- Black, D. W. (2007). A review of compulsive buying disorder. World Psychiatry, 6(1), 14-18.
- Büyüköztürk, Ş. (2018). Data analysis handbook for social sciences. Ankara: Pegem Academy.
- Cengiz, B., & Gürkan, K. P. (2025). Can awareness programs reduce technology addiction during the Covid-19 pandemic? A quasi-experimental study. Journal of Health Care and Rehabilitation, 4(1), 29-44.
- Colder Carras, M., Aljuboori, D., Shi, J., Date, M., Karkoub, F., … & Thrul, J. (2024). Prevention and health promotion interventions for young people in the context of digital well-being: Rapid systematic review. Journal of Medical Internet Research, 26, e59968. https://doi.org/10.2196/59968
- Davis, C. (2013). Compulsive overeating as an addictive behavior: Overlap between food addiction and binge eating disorder. Current Obesity Reports, 2(2), 171-178. https://doi.org/10.1007/s13679-013-0049-8
- Dicle, A. N. (2018). The effect of internet addiction prevention psycho-education program on university students. Journal of Academic Social Research, 6(85), 271-284. https://doi.org/10.16992/ASOS.14540
- Ding, K., & Li, H. (2023). Digital addiction intervention for children and adolescents: A scoping review. International Journal of Environmental Research and Public Health, 20(6), 4777. https://doi.org/10.3390/ijerph20064777
- Dittmar, H. (2005). Compulsive buying–a growing concern? An examination of gender, age, and endorsement of materialistic values as predictors. British Journal of Psychology, 96(4), 467-491.
- Esin, K., & Ayyıldız, F. (2022). Validity and reliability of the Turkish version of the Eating Disorder Examination Questionnaire (EDE-Q-13): short-form of EDE-Q. Journal of Eating Disorders, 10(1), 102. https://doi.org/10.1186/s40337-022-00628-4
- Fairburn, C. G., & Beglin, S. J. (1994). Assessment of eating disorders: Interview or self‐report questionnaire? International Journal of Eating Disorders, 16(4), 363-370.
- Fairburn, C. G., & Harrison, P. J. (2003). Risk factors for anorexia nervosa. The Lancet, 361(9372), 1914.
- Gearhardt, A. N., Corbin, W. R., & Brownell, K. D. (2009). Food addiction: An examination of the diagnostic criteria for dependence. Journal of Addiction Medicine, 3(1), 1-7.
- Gentile, D. A., Choo, H., Liau, A., Sim, T., Li, D., Fung, D., & Khoo, A. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319-e329. https://doi.org/10.1542/peds.2010-1353
- Griffiths, M. D. (2005). A ‘components’ model of addiction within a biopsychosocial framework. Journal of Substance Use, 10(4), 191-197. https://doi.org/10.1080/14659890500114359
- Huang, H., & Leung, L. (2009). Instant messaging addiction among teenagers in China: Shyness, alienation, and academic performance decrement. CyberPsychology & Behavior, 12(6), 675-679. https://doi.org/10.1089=cpb.2009.0060
- Hudson, J. I., Hiripi, E., Pope Jr, H. G., & Kessler, R. C. (2007). The prevalence and correlates of eating disorders in the National Comorbidity Survey Replication. Biological Psychiatry, 61(3), 348-358. https://doi.org/10.1016/j.biopsych.2006.03.040
- Hübel, C., Abdulkadir, M., Herle, M., Loos, R. J. F., Breen, G., Bulik, C. M., & Micali, N. (2021). One size does not fit all. Genomics differentiates among anorexia nervosa, bulimia nervosa, and binge-eating disorder. The International Journal of Eating Disorders, 54(5), 785–793. https://doi.org/10.1002/eat.23481
- Karasar, N. (2009). Scientific research method. Ankara: Nobel Press House.
- Karhulahti, V. M., Martončik, M., & Adamkovič, M. (2023). Measuring internet gaming disorder and gaming disorder: A qualitative content validity analysis of validated scales. Assessment, 30(2), 402-413. https://doi.org/10.1177/10731911211055435
- Kukar-Kinney, M., Ridgway, N. M., & Monroe, K. B. (2009). The relationship between consumers' tendencies to buy compulsively and their motivations to shop and buy on the internet. Journal of Retailing, 85(3), 298-307. https://doi.org/10.1016/j.jretai.2009.05.002
- Kuss, D. J. (2013). Internet gaming addiction: Current perspectives. Psychology Research and Behavior Management, 125-137. https://doi.org/10.2147/PRBM.S39476
- Kuss, D. J., & Griffiths, M. D. (2011). Internet gaming addiction: A systematic review of empirical research. International Journal of Mental Health and Addiction, 10(2), 278-296. https://doi.org/10.1007/s11469-011-9318-5
- Kuss, D. J., & Lopez-Fernandez, O. (2016). Internet addiction and problematic internet use: A systematic review of clinical research. World Journal of Psychiatry, 6(1), 143-176. https://doi.org/10.5498%2Fwjp.v6.i1.143
- Levine, M. P., & Smolak, L. (2002). Body image development in adolescence. Body Image: A Handbook of Theory, Research, and Clinical Practice, 74-82.
- Levine, M. P., & Smolak, L. (2006). The prevention of eating problems and eating disorders: Theory, research, and practice. Lawrence Erlbaum Associates.
- Liu, Q. X., Fang, X.Y., Yan, N., et al. (2015). Multi-family group therapy for adolescent Internet addiction: Exploring the underlying mechanisms. Addictive Behaviors, 42, 1–8. https://doi.org/10.1016/j.addbeh.2014.10.021
- Lu, P., Qiu, J., Huang, S., Wang, X., Han, S., Zhu, S., ... & Yuan, Y. (2025). Interventions for digital addiction: Umbrella review of meta-analyses. Journal of Medical Internet Research, 27, e59656. https://doi.org/10.2196/59656
- Manwong, M., Lohsoonthorn, V., Booranasuksakul, T., & Chaikoolvatana, A. (2018). Effects of a group activity-based motivational enhancement therapy program on social media addictive behaviors among junior high school students in Thailand: a cluster randomized trial. Psychology Research and Behavior Management, 329-339. https://doi.org/10.2147/PRBM.S168869
- Marlatt, G. A., Baer, J. S., Donovan, D. M., & Kivlahan, D. R. (1988). Addictive behaviors: Etiology and treatment. Annual Review of Psychology, 39(1), 223-252.
- Müller, A., Joshi, M., & Thomas, T. A. (2022). Excessive shopping on the internet: Recent trends in compulsive buying-shopping disorder. Current Opinion in Behavioral Sciences, 44, 101116. https://doi.org/10.1016/j.cobeha.2022.101116
- Neumark‐Sztainer, D., Wall, M., Story, M., & Sherwood, N. E. (2009). Five‐year longitudinal predictive factors for disordered eating in a population‐based sample of overweight adolescents: Implications for prevention and treatment. International Journal of Eating Disorders, 42(7), 664-672. https://doi.org/10.1002/eat.20733
- Park, J. J., King, D. L., Wilkinson-Meyers, L., & Rodda, S. N. (2022). Content and effectiveness of web-based treatments for online behavioral addictions: Systematic review. JMIR Mental Health, 9(9), e36662. https://doi.org/10.2196/36662
- Pellegrino, A., Stasi, A., & Bhatiasevi, V. (2022). Research trends in social media addiction and problematic social media use: A bibliometric analysis. Frontiers in Psychiatry, 13, 1017506. https://doi.org/10.3389/fpsyt.2022.1017506
- Pérez-Vázquez, J., González-Roz, A., & Amigo-Vázquez, I. (2024). Effectiveness of an e-health quasi-randomized controlled universal prevention program for eating disorders in Spanish adolescents. Journal of Prevention, 45(1), 87-105. https://doi.org/10.1007/s10935-023-00751-1
- Rose, S., & Dhandayudham, A. (2014). Towards an understanding of Internet-based problem shopping behaviour: The concept of online shopping addiction and its proposed predictors. Journal of Behavioral Addictions, 3(2), 83-89. https://doi.org/10.1556/JBA.3.2014.003
- Stice, E., Marti, C. N., & Rohde, P. (2013). Prevalence, incidence, impairment, and course of the proposed DSM-5 eating disorder diagnoses in an 8-year prospective community study of young women. Journal of Abnormal Psychology, 122(2), 445.https://doi.org/10.1037%2Fa0030679
- Sun, Y., & Zhang, Y. (2021). A review of theories and models applied in studies of social media addiction and implications for future research. Addictive Behaviors, 114, 106699.https://doi.org/10.1016/j.addbeh.2020.106699
- Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2013). Using multivariate statistics (Vol. 6, pp. 497-516). Boston, MA: Pearson.
- Treasure, J., Claudino, A. M., & Zucker, N. (2010). Eat disorders. Lancet, 375(9714), 583-593. Retrieved from http://search.proquest.com/docview/199059169?accountid=87314
- Yılmaz, T., İkiz, G., & Avcı, F. M. (2022). Investigation of the Turkish psychometric properties of the Online Shopping Addiction Scale. Journal of Addiction, 23(2), 205-215. https://doi.org/10.51982/bagimli.985782
- Valdez, D., & Patterson, M. S. (2022). Computational analyses identify addiction help-seeking behaviors on the social networking website Reddit: Insights into online social interactions and addiction support communities. PLOS Digital Health, 1(11), e0000143. https://doi.org/10.1371/journal. pdig.0000143
- Vanderkruik, R., Gist, D., & Dimidjian, S. (2020). Preventing eating disorders in young women: An RCT and mixed-methods evaluation of the peer-delivered Body Project. Journal of Consulting and Clinical Psychology, 88(12), 1105-1118. https://doi.org/10.1037/ccp0000609
- Watson, H. J., Goodman, E. L., McLagan, N. B., Joyce, T., French, E., Willan, V., & Egan, S. J. (2017). Quality of randomized controlled trials in eating disorder prevention. International Journal of Eating Disorders, 50(5), 459-470. https://doi.org/10.1002/eat.22712
- Young, K. S. (2009). Internet addiction: The emergence of a new clinical disorder. CyberPsychology & Behavior, 1(3), 237-244. Retrieved from https://netaddiction.com/articles/newdisorder.pdf
- Zhao, H., Tian, W., & Xin, T. (2017). The development and validation of the online shopping addiction scale. Frontiers in Psychology, 8, 735. https://doi.org/10.3389/fpsyg.2017.00735
Details
| Primary Language | English |
|---|---|
| Subjects | School Counseling, Psychological Counseling Education, Adult Education |
| Journal Section | Research Article |
| Authors | |
| Project Number | E-75512070-604.01-162439 |
| Submission Date | July 22, 2025 |
| Acceptance Date | January 14, 2026 |
| Publication Date | March 12, 2026 |
| DOI | https://doi.org/10.14686/buefad.1748430 |
| IZ | https://izlik.org/JA24SS93MB |
| Published in Issue | Year 2026 Issue: 2 |
Aim & Scope
Bartın University Journal of Faculty of Education (BUEFAD) (e-ISSN 1308-7177) is an online, open-access, free of charge, international and refereed journal which is published by Bartın University Faculty of Education. BUEFAD is published quarterly in January, April, July, and October. Scientific articles conducted in various areas of research in learning, teaching and education are published in the journal. In each issue of a volume, 15 articles are published. Original manuscripts which include research in qualitative, quantitative and mixed methods conducted in the educational contexts ranging from pre-school to adult education are welcomed to be submitted to BUEFAD.
Bartın University Journal of Faculty of Education started its publication history in 2012. It is published in 4 issues; in January, April, July, and October. Articles submitted to the journal are reviewed in an independent, bias-free manner and under the principles of double-blinded refereeing. All articles are required to be submitted in English text only. An abstract (250 words maximum) and title of the manuscript in Turkish language should also be submitted. Authors whose mother tongue is not Turkish may request a translation service which is free of charge, from the editors of BUEFAD in the messages tab on DergiPark system. All papers published in BUEFAD are assigned with a Digital Object Identifier (DOI) number and authors are not charged any fee in any of the progresses of reviewing and publishing.
Scope
BUEFAD provides a platform for the publishing of studies in the fields of; learning, teaching and education. The primary criteria in the process of reviewing and selecting are related to contribution in the areas of learning, teaching, and education. The specific scope of the manuscript must be accurately selected in the journal's list of scopes included in the manuscript submission page on the DergiPark system. Original manuscripts which include research in qualitative, quantitative and mixed methods conducted in the educational contexts ranging from pre-school to adult education are welcomed to be submitted.
All articles are required to be submitted in English text only. An abstract (250 words maximum) and title of the manuscript in Turkish language should also be submitted. Authors whose mother tongue is not Turkish may request a translation service which is free of charge, from the editors of BUEFAD in the messages tab on DergiPark system.
Articles received after the 10th of March 2026 will be evaluated according to the following criteria.
BUEFAD prioritizes manuscripts which:
1. Utilize artificial intelligence, big data, or other advanced technologies in education, while both developing innovative educational models and supporting interdisciplinary research designs;
2. Effectively bridge theory and practice using rigorous scientific methods and large-scale datasets;
3. Examine local policies, programs, and innovations with potential implications for national or international educational policy;
4. Employ multidisciplinary and transdisciplinary research approaches;
5. Integrate technology into learning environments in ways that have transformative potential for educational practices;
6. Develop or evaluate new educational models, whether theoretical or applied;
7. Enhance the professional development of teachers or preservice teachers and contribute to educational policy.
BUEFAD may not accept studies which:
- Are not clearly and explicitly situated within the context of learning, teaching, or education;
- Contain substantial language problems that impair clarity, accuracy, and academic coherence in English;
- Are limited to descriptive literature overviews, book summaries, or conceptual discussions (with the exception of rigorously conducted systematic reviews);
- Present bibliometric analyses that lack thematic, conceptual, or theoretical depth and remain purely descriptive in nature;
- Report correlational studies confined to simple associations between two variables without a strong theoretical framework or analytical depth;
- Present quantitative research that is limited to examining the effect of a single independent variable and does not demonstrate sufficient methodological rigor, analytical sophistication, or a well-articulated theoretical foundation;
- Lack a robust research design, adequate sample size, valid and reliable data collection instruments, and rigorous data analysis procedures;
- Report routine scale development or scale adaptation studies that primarily replicate existing instruments or rely solely on standard psychometric validation procedures, without offering conceptual innovation, theoretical advancement, or a clear contribution to the educational research literature.
- Fail to engage with recent and relevant international scholarship in the field;
- Do not clearly articulate the background, significance, and contribution of the study to the existing body of literature.
In making decisions, BUEFAD values the views of the editorial board, English language editors and the preliminary review reports. A manuscript may be rejected by the editors of the journal before the reviewing process begins.
Author Guidelines
MANUSCRIPT SUBMISSION RULES
The submitted articles are subject to preliminary review with respect to publication, writing, qualification, content, research and ethical rules. The submissions are inspected for plagiarism through digital softwares. The articles which are found to be not suitable to the items stated in the scope of the journal may be returned to the author without going through referee review process.
⚠️The authors are required to follow the necessary steps in the File Submission page on DergiPark while uploading the required documents:
- Studies which involve clinical or experimental treatments require an ethical board permission. The necessary ethical permission should be obtained, documented and submitted in the File Submission page on DergiPark.
- Articles in Bartın University Journal of Faculty of Education are published only in English.
- Under no circumstances there may be a person, corporation or foundation name in the submissions documents before sending a manuscript.. Affiliation and names of the author(s) are uploaded in a separate file which is presented in the File Submission page on the DergiPark system.
- All manuscripts must be written in APA7 citation style and follow the Writing Rules included in this page.
For more information, follow the article submission form included in the page below:
ARTICLE TEMPLATE
Please use the new template below:
MANUSCRIPT WRITING GUIDELINE
Click here to download the file
Ethical Principles and Publication Policy
PUBLICATION ETHICS
Bartın University Journal of Faculty of Education makes it obligatory that the authors comply with the national and international ethical principles. In this context, it is kindly asked that the stakeholders comply with the following items:
Responsibilities of the Authors
It should be ensured that the submitted article has content originality, the quotations and citations need be to correctly prepared within the ethical principles.
For the experimental studies which require ethical board approval, conducted on animals or people in all the disciplines (including social science), the ethical board approval must be obtained and presented in the study with the related information.
The names of the authors should not be indicated in any of the process of submission.
The manuscripts should not be submitted to any other journal.
The necessary permits should be obtained when needed.
The determined principles will apply in the case of conflict of interest.
Only the names of the related authors should be included in the submissions, unrelated names should not be included.
The referees may ask for additional information or data, in such cases the authors should provide the referees with the requests.
The authors should not reach the referees with the purpose of affecting any process.
Responsibilities of the Referees
Referees should be objective and conduct the reviews with privacy.
Referees should only accept the studies related to their field.
The review should aim to be constructive and polite and should not include offensive language.
The reviews should only be towards the study and the factors such as; religion, gender, race, ethnicity, political or corporate matters should not influence the outcome of the review.
The submissions accepted for review should be processed within the specified timing and in compliance with the ethical principles.
In the case of conflict of interests, the submission should be rejected and the editor-in-chief should be notified.
The identity of the authors should be reached and the submissions of the authors whose identities are revealed should be rejected.
No information related to the rejected submissions should be shared or made public.
Responsibilities of the Editors
Appointing double blinded referees to the related studies after the submission passes the preliminary review.
The editors should be objective towards all the submissions.
The editors should be responsible in the case of conflict of interest.
The editors should ensure the progress within the specified timing of the process.
The editors should ensure that the processes are realized within the ethical principles.
Ethical Suitability Checklist
Have you obtained the necessary permits for the tools or data taken from other studies?
Have you complied with the rules of the journal while preparing the quotations or the citations of your study?
Have you obtained the necessary permits for the data collection or treatment tools?
Have you informed the participants and take the necessary permissions regarding informing them?
Have you taken precautions to ensure the privacy of the participants?
In the studies which include more than one author, have you prepared the order of the author names appropriately?
If any material or content is used which are subject to copyright, have you taken the necessary permissions?
Have you obtained and presented/indicated in your article the necessary ethical board approval for the studies which are conducted on animals or people?
PUBLICATION POLICIES (23 items)
1. Bartın University Journal of Faculty Education is an international refereed journal in which scientific journals in the field of education are published in English. The journal started publishing three issues; in February, June and October are being published yearly. While the journal took under review Turkish or English articles in the past, starting from the February 2020 issue, all articles are required to be submitted in English only.
2. The journal publishes scientific articles which have a general place in the community of research in teaching and come from various areas of research in teaching and related disciplines.
3. Additionally, on the term of not exceeding one per year, a special issue may be published on the current affairs in education and proceedings of the national/international meetings (symposium, convention, conference etc.).
4. Copyright royalties are not paid to the authors of the publications.
5. The manuscripts submitted to the journal are first subject to preliminary review by the Secretariat with respect to writing rules and suitability with the article template, and then forwarded to the Editor-in-Chief, and editors in the related field. The submitted articles are inspected with respect to publication, writing, qualification, content, research and ethical rules. The articles which are found to be not suitable are returned to the author without going through referee review.
6. In line with the criteria determined by TURKISH ACADEMIC NETWORK AND INFORMATION CENTER (ULAKBİM), all authors must present approval of ethics committee for their manuscript.
7. All articles submitted to the journal are reviewed by at least two referees under the principles of double blind refereeing.
8. Articles which are found suitable by the editorial board are sent to at least two field referees. The authors re-send their articles by taking into account the revisions and suggestions stated in the assessment form prepared by the referees. The editorial board make the decision to whether or not publish the articles which are revised. Journal editors have the right to make revisions, -even when the referee process is affirmative- and to make the decision of publishing or not. The articles which are decided to be published are sent back to the original author(s). The responsibility of the errors and writing mistakes belong to the author(s).
9. The authors who would like to withdraw their submission which is in the assessment process are required to notify the demand by e-mail to buefad@bartin.edu.tr. An article which is approved and queued for publication cannot be withdrawn.
10. The editorial board is consulted for determining and updating the publication principles of the journal, and referee assignment process when needed.
11. The submitted articles cannot be published or submitted to be published to anywhere else.
12. Published or not published, the articles cannot be returned.
13. The journal is free of charge and does not require any payment including the submission and publication process.
14. Per author, maximum of one (1) academic research in each issue, and two (2) academic research in a year is allowed to be published.
15. All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License
16. Authors may request to exclude certain referees because of ethical reasons or conflict of interests.
17. Authors may object to the referee reports or editorial decisions. In such cases, the authors are requested to state their reasoning behind the objection. Editors may start a new reviewing process if deemed necessary after an objection.
18. The articles are submitted via the portal on https://dergipark.org.tr/buefad. The articles which are attempted to be submitted otherwise will be disregarded. The referee process will also take place on the same system.
19. All articles submitted must be subject to preliminary review with respect to writing rules and journal template.
20. The authors are obligated to prepare their publications in accordance with APA 7 (American Psychological Association) standards.
21. All publications at BUEFAD are archived in the database of Bartın University Library
22. Authors are free to upload a version of their works to an external open-access platform.
23. BUEFAD Editorial Board and the owner of the journal have the liberty to select the articles to be published in each volume and issue.PUBLICATION PROCESS
Blind Refereeing
Bartın University Journal of Faculty of Education makes use of double blind refereeing method in the review process of the articles. In the double blind refereeing method, the identity of authors and referees are concealed.
Initial Review Process
The articles which are submitted to the journal are first subject to preliminary review of writing rules and journal template suitability by the Secretariat, and then forwarded to the Editor-in-chief with the purpose of referee assignment. The submitted articles which are found to be unsuitable in terms of writing rules, originality, and accordance with the publication principles are returned to their author without a referee review. In the preliminary review, the field/department editors inspect the introduction, literature review, method, findings, results, assessment, and discussion sections of the articles with respect to suitability with the publication principles and content of the journal. The articles which are found ineligible after the review are returned to the author along with the review report prepared by the field editor in maximum of 30 days. The articles which are found to be eligible are taken under referee review.
Plagiarism Inspection
Due to the publication ethics of Bartın University Journal of Faculty of Education, every article which went through the “Blind Referee Review Process” has to be re-inspected for plagiarism for the revisions made after the referee requests. Within this context, English and Turkish copies of every article goes through plagiarism inspection. The plagiarism inspection is made by Turnitin and assistin.ai softwares. The board makes the final decision in light of the plagiarism inspection report of every article. Revision of the mistakes can be request from the authors or the articles may be returned. The financial responsibilities (if any) occurred within the inspection belong to the author(s). BUEFAD uses Turnitin for plagiarism inspection and the maximum acceptable ratio for plagiarism analysis is 15% for turnitin (a revision may be requested from the authors for up to 20% of similarity).
Referee Review Process
The articles are sent to the referees according to the content and referee speciality. The article which is found to be eligible by the editors is forwarded to at least two referees for review along with a review form. The referees are given 30 days for the review. Within this period, a new referee may be assigned in case the referee does not respond. It is obligatory to fill out the "Revision Template” which is prepared by the referees or the editors containing revisions within 30 days. The referees may decide on the suitability by inspecting the readjustments as well as requesting multiple revisions.
Many factors take role in the selection of referee. Experience, suitability of field, past experiences between the editor and referee are the determining factors.
Author(s) may request to exclude certain referees for the reason of conflict of interests.
The referee list is reviewed and refreshed and published on the index periodically with every issue by the Editors.
The referees are sent refereeing certification after the publication issue which includes the reviewed articles.
Review Results
The feedback received from the referees is examined by the field/department editors in 14 days at the latest. As a result of this examination, the field editor informs the editors of the final evaluation. The editors prepare the editorial board remarks in accordance with the field editor and referee assessments. A new referee may be assigned following the review report; in addition, there may be an approval, revision or rejection decision.
How Long Is The Publication Process?
It is anticipated that the evaluation process of the articles submitted to Bartın University Journal of Faculty of Education concludes in 6 months. However, this period of time may extend depending on revision requests, duration of the revisions, and re-evaluation of the articles.
Revision Directions and Uploading Guide
At Bartın University Journal of Faculty of Education, one or more revisions may be requested by the field editors and/or referees for the articles in review process. The authors are obligated to apply the requested revisions by using the “Revision Template”. The authors should make the revisions by using “Track changes” feature or by using the red colour on the original document. The authors should upload the documents; (1) revised document with track changes, (2) the “Author Revision Chart” prepared by using the “Revision Template”.POST-ACCEPTANCE
At Bartın University Journal of Faculty of Education, the articles approved after review are gone through; plagiarism re-inspection, reference list organizing, citation control, layout and typesetting, DIO number assignment, respectively.
Language Regulations
The article submitted to Bartın University Journal of Faculty of Education are required to be written grammatically and appropriate to the scientific literature, in an explicit and plain manner. The journal board may request proofreading during the review process or after acceptance. The journal board has the claim to not publish articles which are found to be inadequate in terms of compliance with the language and expression rules, even when the review process is affirmative.
Citation and References Control
Due to the publication ethics of Bartın University Journal of Faculty of Education, it is obligatory that the citations and references included in the approved articles are correct and thorough. Within this context, the approved articles are gone through citation and reference control. The authors are responsible for carrying out the tasks and procedures assigned by the board. The financial responsibility of the control belong to the author(s). The journal board has the claim to not publish articles which are found to be inadequate in terms of compliance with the references and citations rules even when the review process is affirmative.
Layout and Typesetting Procedure
Due to the publication ethics of Bartın University Journal of Faculty of Education, it is obligatory that the articles are prepared in a common typesetting and complete page layout. Within this context, the approved articles are adjusted in terms of page layout and typesetting by the board. The financial responsibility of the control belong to the author(s). The journal board has the claim to not publish articles which are found to be inadequate in terms of compliance with the layout and typesetting rules even when the review process is affirmative.
DOI Number Assignment
Digital Object Identifier (DOI) is a unique access number which enables the identification and accessibility of each article published electronically. Every article published at Bartın University Journal of Faculty of Education is assigned with a DOI number. The articles which went through the reference control and print-ready after the approval process are assigned a DOI number by the board.
Price Policy
BUEFAD publishes articles free of charge.
Indexes
Citation Indexes
Other Indexes
Journal Boards
Editor-in-chief
Co-editors
Dr. Fidan works as Associate Professor at the Departmant of Curriculum and Instruction (C&I) in Faculty of Education, Bartin University, Türkiye. He graduated from the Department of Computer Education & Instructional Technology (CEIT), Faculty of Education, Bursa Uludag University. He completed his Master’s degree in C&I at the Faculty of Education, Bolu Abant Izzet Baysal University. In 2018, he received his Ph.D. in C&I. He is a coordinator of the Learning and Teaching Development Coordinatorship and assistant director at Distance Education and Application and Research Centre in Bartin University. His research interests include teacher education, distance education, curriculum development, hidden curriculum, IT curriculum, online learning, instructional design, augmented reality, and educational technology.
Curriculum and Instration , Instructional Technologies
Section Editors
Dr. S. Burcu Özgülük Üçok, 2006 yılında Boğaziçi Üniversitesi Okulöncesi Öğretmenliği ve Rehberlik ve Psikolojik Danışmanlık çift anadal programından mezun olmuştur. Ardından ODTÜ’de Psikolojik Danışmanlık ve Rehberlik programında yüksek lisans ve doktora eğitimini tamamlamıştır. Yüksek lisans tez çalışmasında ön-ergenlerde Tepki Stilleri Kuramını test etmiş, ön-ergenlerin problem çözme becerileri, depresif belirtileri ve ruminasyon/ distraksiyon tepki stilleri arasındaki ilişkiyi incelemiştir. Doktora tez çalışmasında ise çift-kariyerli evli çiftlerin ilişkiye bağlılıkları ile ilişkiye yaptıkları maddi/manevi ve geçmiş/gelecek yatırımlar arasındaki ilişkide, ilişki doyumu ve çift-kariyerli yaşam tarzlarından aldıkları doyumun aracı rolünü test etmiştir. Yüksek lisansını tamamladıktan sonra altı sene boyunca okul psikolojik danışmanı olarak çalışmıştır. Uzmanlığını aldığından beri, çocuklar ve aileleri, yetişkinler ve çiftlerle psikolojik danışma/psikoterapi seanslarına devam etmektedir. 2021 yılının Şubat ayından beri ise TED Üniversitesi Eğitim Bilimleri Bölümü, Rehberlik ve Psikolojik Danışmanlık Programı’nda Dr. Öğretim Üyesi olarak görev yapmaktadır. Temel ilgi ve araştırma alanları çocuklarda ve yetişkinlerde ruminasyon, öfke ve öfke ifade şekilleri, ilişkiye bağlılık, ilişki doyumu, çift-kariyerli evlilikler, ailede finansal davranışlar, ilişkide biz-olma, stres, çift olarak birlikte başa çıkabilme, cinsiyet kimliği ve cinsel yönelim azınlığı, psikolojik belirtiler, ebeveyn tutum ve davranışları, çocukların sosyo-duygusal gelişimleri ve psikolojik danışman eğitimidir. Bu araştırma alanlarında, ulusal ve uluslararası bilimsel yayınlar yapmakta, projelerde yer almaktadır. TED Üniversitesinde lisans ve yüksek lisans seviyesinde dersler vermektedir.
Dr. Hatice YILDIZ DURAK lisans ve Yüksek Lisans eğitimlerini Hacettepe Üniversitesinde, doktora eğitimini de Gazi Üniversitesinde tamamlamıştır. Dr. YILDIZ DURAK Necmettin Erbakan Üniversitesinde öğretim üyesi olarak görev yapmaktadır. Dr. YILDIZ DURAK’ın çalışma alanları eğitim teknolojileri, üstün yetenekli öğrenciler, üstün yetenekli öğrencilere erken yaşta programlama eğitimi, problemli teknoloji kullanımı ve öğretmen ve öğretmen adaylarının teknolojik alandaki mesleki gelişimleri konularından oluşmaktadır.
Karadeniz Teknik Üniversitesi, Fatih Eğitim Fakültesi Zihin Engelliler Öğretmenliği programından 2003 yılında mezun olmuştur. Millî Eğitim Bakanlığına bağlı kurumlarda 2012 yılına kadar öğretmen ve yönetici olarak görev yapmıştır. 2007 yılında Ankara Üniversitesi Eğitim Bilimleri Enstitüsü Yetişkin Eğitimi Yüksek Lisans programından, 2009 yılında ise Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Zihin Engelliler Öğretmenliği Yüksek Lisans programından mezun olmuştur. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Zihin Engelliler Öğretmenliği programından 2019 yılında doktora programından mezun olan Kalkan, hala Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümünde doktor öğretim üyesi olarak akademik yaşamına devam etmekte olup çok sayıda kitap bölümü, makale ve projede görev almıştır. Kalkan, otizm ve zihinsel engelli küçük çocukları (0-8 Yaş) temel alan erken çocukluk özel eğitimi başta olmak üzere, mesleki gelişim ve erken müdahale çalışmaları yürütmektedir.
Ruveyda Karaman Dundar earned a Bachelor of Science in mathematics from Firat University. She received her M.S. in mathematics and her Ph.D. in mathematics education from the University of Missouri, Columbia. Her research interests include mathematical reasoning and proving, STE(A)M education, the role of technology in supporting student exploration, and mathematics curriculum.
Dr. Kenan Çetin completed his PhD in English Language Teaching at Middle East Technical University in 2024. His doctoral thesis focuses on the implementation of a reflective thinking and collaboration-based lesson study model during the teaching practicum with the participation of prospective English teachers. His academic research centers on the use of technology in language education and teacher training and he is keen on personal development and has experience in video editing, graphic design, and web interface development.
Fatma Ünal pursued her PhD in 2008. She was appointed as a professor in 2021. In addition, she completed her master's degree in curriculum development in education. So far, she has published many national and international articles, books, book chapters, and proceedings. She has also conducted projects in social studies education, ecological sustainability, citizenship education, curriculum development, lifelong learning, and teaching materials such as textbooks. She still serves as a lecturer at Bartın University in the Faculty of Education.
Erken çocukluk eğitimi/Okul öncesi eğitimi alanında lisansını Boğaziçi Üniversitesi, yüksek lisansını Abant İzzet Baysal Üniversitesi, doktorasını Gazi Üniversitesinde tamamladı. Ulusal ve uluslar arası alanda makale ve kitapları bulunmaktadır. Araştırma alanları STEAM, bilişsel gelişim (akıl yürütme), doğa, ve ailedir.
Prof. Dr. Burçin Acar Şeşen, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Ortaöğretim Fen ve Matematik Alanları Eğitimi Bölümü Kimya Eğitimi Anabilim Dalı’nın Lisansla Birleştirilmiş Tezsiz Yüksek Lisans Programı’ndan 2003 yılında mezun olmuştur. Aynı yıl, aynı üniversitenin Eğitim Bilimleri Enstitüsü Kimya Eğitimi Doktora Programı’nda başladığı doktora eğitimini 2008 yılında tamamlamıştır. 2008 yılında İstanbul Üniversitesi Hasan Ali Yücel Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi Eğitimi Anabilim Dalı’nda Yardımcı Doçent olarak göreve başlamış ve 2013 yılında Kimya Eğitimi Bilim Dalı’nda Doçent, 2019 yılında ise profesör unvanlarını almıştır. Prof. Dr. Burçin Acar Şeşen’in genelde fen, özelde ise kimya eğitimine yönelik gerçekleştirdiği ve özellikle kavram öğrenimi, işbirlikli öğrenme, probleme dayalı öğrenme ve sorgulamaya dayalı öğrenme gibi aktif öğrenme yöntem ve tekniklerine odaklandığı uluslararası ve ulusal indeksli dergilerde yayımlanmış çok sayıda bilimsel makalesi, ulusal kitap ve kitap bölümleri bulunmaktadır. Halen İstanbul Üniversitesi-Cerrahpaşa Hasan Ali Yücel Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Fen Bilgisi Eğitimi Anabilim Dalı’nda öğretim üyesi olarak görevini sürdürmektedir.
Sabrina Shajeen Alam is an Educational Psychology researcher and Learning Scientist whose work bridges educational psychology, learning sciences, and the application of educational technology (EdTech) in math cognition. She holds a Ph.D. in Educational Psychology from McGill University. Her research focuses on early mathematics learning using technology with collaborations spanning international partners, including the emerging Global Esports & Gaming Council. Dr. Alam has contributed to multiple EdTech projects in designing and evaluating digital learning frameworks and the use of EdTech tools in K-5 education. Dr. Alam's scholarship includes 11 peer-reviewed journal articles (seven as first author), two book chapters, and more than 25 national and international conference presentations, including AERA and Technology, Mind, and Society. She has received 15 academic awards, notably the Fonds de Recherche du Québec Société et Culture (FRQSC) doctoral fellowship, recognizing the originality and impact of her research.
Her work reflects a commitment to advancing equitable education, leveraging technology to support diverse learners, and contributing to innovative and meaningful solutions across various educational domains. She has established and led the Mentorship Program for Emerging Psychology Scholars (https://mpups.netlify.app/), a platform that supports emerging researchers from underrepresented communities.
Talip Gülle is a post-doctoral researcher at the University of Jyväskylä. He received his Ph.D. in English Language Education from the Foreign Language Education Department of Boğaziçi University. His research focuses on English medium instruction (EMI) in higher education, English as a lingua franca, and student learning in EMI.
Doç. Dr. Gürhan BEBEK, akademik çalışmalarını Fen Bilgisi Eğitimi alanında sürdüren bir öğretim üyesidir. Lisansüstü döneminden itibaren özellikle ölçek geliştirme yöntemleri üzerinde yoğunlaşmış; üstün zekâlı öğrencilerin eğitimi üzerine yürüttüğü doktora teziyle alana önemli katkılar sağlamıştır. Son yıllarda çalışmalarını daha çok STEM eğitimi ve mühendislik temelli öğrenme ortamları üzerine yönlendiren BEBEK, fen öğretiminde disiplinler arası yaklaşımın etkileri, problem çözme becerilerinin geliştirilmesi ve gerçek yaşam temelli etkinliklerin öğrenme süreçlerine yansımaları gibi konular üzerinde araştırmalar yürütmektedir. Bu kapsamda birçok ulusal ve uluslararası yayında yer almış, çeşitli akademik toplantılarda çalışmalarıyla katılım sağlamıştır. Lisans ve lisansüstü programlarda verdiği derslerde, fen eğitimine ilişkin kuramsal temelleri uygulamaya dönük örneklerle bütünleştirmeye özen gösteren BEBEK, aynı zamanda araştırma yöntemleri ve ölçme–değerlendirme alanlarında da öğrencilere rehberlik etmektedir. Yönettiği projeler aracılığıyla, fen eğitimi alanında nitelikli araştırmacıların yetişmesine katkıda bulunmayı sürdürmektedir. Akademik yayıncılık süreçlerinde de aktif görev alan Doç. Dr. BEBEK, çeşitli dergilerde hakemlik, yayın kurulu üyeliği ve bilimsel değerlendirme görevleri üstlenmiştir.
Dr. Hatice Cansu Bilgiç, lisans eğitimini Anadolu Üniversitesi İşitme Engelliler Öğretmenliği ve Okul Öncesi Öğretmenliği programlarında çift anadal yaparak tamamlamış; yüksek lisans ve doktora derecelerini ise Gazi Üniversitesi Eğitim Bilimleri Enstitüsü’nde almıştır. 2025 yılında tamamladığı doktora tezinde çoklu yetersizliği olan görmeyen çocuklar ve annelerine yönelik ilişki temelli etkileşim müdahaleleri üzerine çalışmıştır. Halen Gazi Üniversitesi Gazi Eğitim Fakültesi Özel Eğitim Bölümü, Görme Engellilerin Eğitimi Anabilim Dalı’nda akademik çalışmalarını sürdürmektedir. Temel araştırma alanları arasında; çoklu yetersizlik, görme yetersizliği, erken çocukluk özel eğitimi, aile-çocuk etkileşimi ve kaynaştırma uygulamaları yer almaktadır. TÜBİTAK ve kamu kurumları tarafından desteklenen çeşitli projelerde araştırmacı ve uzman olarak görev alan Bilgiç’in, ulusal ve uluslararası hakemli dergilerde yayımlanmış makaleleri, kitap bölümleri ve bilimsel toplantılarda sunulmuş bildirileri bulunmaktadır.
Doğan Can Akçin, Bartın Üniversitesi İngiliz Dili Eğitimi Anabilim Dalında Doktor Öğretim Üyesi olarak görev yapmaktadır. Doktora derecesini 2025 yılında University College London'da (UCL) İkinci Dil Edinimi (Second Language Acquisition) alanında tamamlamıştır.
Dr. Akçin'in araştırmaları temel olarak görev-temelli dil öğretimi (TBLT), bireysel bilişsel farklılıklar ve dil yeteneği (language aptitude) konularına odaklanmaktadır. Akademik çalışmaları aynı zamanda pedagoji ve teknolojinin kesişimini de incelemekte olup, özellikle yapay zekanın L2 (ikinci dil) yazma eğitimindeki kullanımı ve müfredat tasarımı üzerine yoğunlaşmaktadır. Günümüzde lisans dil öğretim yöntemleri ve Dil Edinimi derslerini vermektedir.
Dr. Bahar Karaman Güvenç, 2005-2009 yılları arasında Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Güzel Sanatlar ve Sanat Eğitimi Bölümü'nde lisans eğitimini tamamlamıştır. 2010-2012 yılları arasında Çanakkale Onsekiz Mart Üniversitesi Sosyal Bilimler Enstitüsü Resim Bölümü'nde yüksek lisansını tamamlamıştır. 2013-2018 yılları arasında Anadolu Üniversitesi'nde Öğretim Görevlisi Yetiştirme Programı kapsamında araştırma görevlisi olarak çalışmıştır. Aynı dönemde Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü'nde doktora eğitimini tamamladı. 2019 yılından itibaren Bartın Üniversitesi'nde yardımcı doçent olarak görev yapmaktadır. 2025 yılında doçentliğini almıştır. Araştırma alanları arasında görsel sanatlar eğitiminde estetik/sanatsal sorgulama, sorgulama temelli öğrenme ve bilim-sanat işbirliği bulunmaktadır. Eserleriyle üç kişisel sergi açmıştır. Eserleriyle çeşitli ulusal ve uluslararası sanat etkinliklerine katılmıştır.
Beyza Aksu Dunya is an Associate Professor in Educational Measurement. She held a doctoral degree from the University of Illinois at Chicago and a master degree from Boston College. Her research interests include Rasch Model and applications, computer adaptive testing and assessment in higher education institutions.
Arzu Derya Daşcı, 1982 yılında Zonguldak’ın Ereğli ilçesinde doğdu. İlk, orta ve lise öğrenimini Zonguldak’ ta tamamladı. Lisans eğitimini Karadeniz Teknik Üniversitesi Fen Bilgisi öğretmenliği programında tamamlamıştır. Yüksek lisans eğitimini Bülent Ecevit Üniversitesi Eğitim Programları ve Öğretim alanında, doktora eğitimini ise aynı alanda Atatürk Üniversitesinde tamamlamıştır. Halen Kafkas Üniversitesi Dede Korkut Eğitim Fakültesi Eğitim Bilimleri bölümünde Dr. Öğr. Üyesi olarak görev yapmaktadır.
2011 yılında Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi Türkçe Eğitimi Bölümünden mezun oldu. Gazi Üniversitesi Eğitim Bilimleri Enstitüsünde “Öğrenme Stillerine Uygun Sözcük ve Kalıp Söz Öğretimi Üzerine Bir Eylem Araştırması” başlıklı teziyle yüksek lisans, “Ters Yüz Edilmiş Sınıf Modeline Dayalı Yazma Öğretiminin Öğrencilerin Üstbilişsel Farkındalık Düzeylerine, Yazma Başarılarına ve Kaygılarına etkisi” adlı teziyle de doktora eğitimini tamamladı. Bartın Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümünde 2012 ve 2019 yılları arasında araştırma görevlisi olarak çalıştı. 2019’da aynı üniversiteye doktor öğretim üyesi olarak atandı. 2024’te doçent ünvanı alan Dr. Kansızoğlu’nun çalışma alanları arasında yazma eğitimi, kelime öğretimi ve teknoloji temelli Türkçe öğretimi yer almaktadır. Türkçe öğretiminde kullanılabilecek alternatif model ve uygulamalarla ilgili çalışmaları devam etmektedir.
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Arş. Gör. Bekir Serhat Zerey 2014 yılında Gazi Üniversitesi Görme Engelliler Öğretmenliği lisans programından mezun olmuş, aynı yıl Milli Eğitim Bakanlığı’na özel eğitim öğretmeni olarak atanmıştır. 2016 yılında Öğretim Üyesi Yetiştirme Programı (ÖYP) kapsamında Bartın Üniversitesi Eğitim Fakültesi Özel Eğitim Bölümünde araştırma görevlisi olarak göreve başlamıştır. Lisans üstü eğitimi için Gazi Üniversitesi’ne görevlendirilen Zerey yüksek lisansını Görme Engellilerin Eğitimi alanında tamamlamıştır. Doktora öğrenimi Gazi Eğitim Bilimleri Enstitüsü Özel Eğitim Bölümü’nde devam etmekte olup tez aşamasındadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim ve Amaç 10 Eşitsizliklerin Azaltılması ile ilişkilidir. Araştırma alanları arasında güvenlik becerileri, teknoloji destekli uygulamalar ve öğretmen kalitesidir.
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Arş. Gör. Dr. Mehmet Can Demir 2016 yılında Hacettepe Üniversitesi Psikoloji lisans, 2020 yılında Hacettepe Üniversitesi Eğitimde Ölçme Değerlendirme yüksek lisans programından ve 2025 yılında Hacettepe Üniversitesi Eğitimde Ölçme ve Değerlendirme doktora programlarından mezun olmuştur. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim, Amaç 10 Eşitsizliklerin Azaltılması ve Amaç 16 Barış, Adalet ve Güçlü Kurumlar ile ilişkilidir. Araştırma konuları arasında psikometri, geçerlik, adillik ve geniş ölçekli sınavlar yer almaktadır. 2019 yılında itibaren Bartın Üniversitesi Eğitim Fakültesi Eğitimde Ölçme ve Değerlendirme Anabilim Dalı’nda görev yapmaya başlamıştır.
2023 yılında Bartın Üniversitesi Eğitim Fakültesi İlköğretim Matematik Öğretmenliği Bölümü’nden mezun olan Akın, aynı yıl Bartın Üniversitesi Lisansüstü Eğitim Enstitüsü Matematik Eğitimi Bilim Dalı’nda yüksek lisans eğitimine başlamıştır. 2024 yılından beri Bartın Üniversitesi Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Matematik Eğitimi Ana Bilim Dalı’nda araştırma görevlisi olarak görev yapmaktadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim ile ilişkilidir.
Arş. Gör. Zekiye Merve ÖCAL 2021 yılında Orta Doğu Teknik Üniversitesi Fen Bilgisi Öğretmenliği Bölümü'nden mezun olmuş, 2023 yılında Orta Doğu Teknik Üniversitesi Fen Bilimleri Eğitimi’nde yüksek lisansa başlamıştır. Aynı yıl Bartın Üniversitesi Fen Bilgisi Eğitimi Anabilim Dalı’nda Araştırma Görevlisi olarak göreve başlamasıyla birlikte yüksek lisans eğitimi için Bartın Üniversitesi’ne yatay geçiş yapmıştır ve Aralık 2023 tarihinden itibaren Bartın Üniversitesi Fen Bilgisi Eğitimi Anabilim Dalı'nda görev yapmaktadır.
Bursa Uludağ Üniversitesi Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü, Resim-İş Eğitimi Anabilim Dalı’ndan birincilikle mezun oldu. 2017-2018 yılları arasında Polonya Marie Curie Sklodowska Üniversitesi Güzel Sanatlar Fakültesi’nde resim ve özgün baskı teknikleri üzerine eğitim aldı. Halen Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Güzel Sanatlar Eğitimi Anabilim Dalı’nda "Sinestezi ve Sanat Eğitimi" üzerine doktora çalışmalarını sürdürmektedir. Bartın Üniversitesi’nde Araştırma Görevlisi olarak görev yapan Göktepeliler; sanatsal pratiğinde sinestezi kavramını ele almakta, akademik araştırmalarını ise disiplinlerarasılık ekseninde sürdürmektedir.
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Dr. Gamze Ar, Amerikan Kültürü ve Edebiyatı alanında uzmanlaşmış bir akademisyendir. Hacettepe Üniversitesi’nden Amerikan Kültürü ve Edebiyatı alanında lisans derecesi ve Anadolu Üniversitesi’nden Uluslararası İlişkiler alanında ikinci bir lisans derecesi ile mezun olmuştur. Yüksek lisansını Ege Üniversitesi’nde Amerikan Kültürü ve Edebiyatı üzerine tamamlamış ve burada ekfrazi, yani şiir ile görsel sanatlar arasındaki etkileşim üzerine çalışmıştır. Doktora derecesini aynı üniversitede almış ve araştırmalarını özellikle Afrika Amerikalı çocuk edebiyatı, kimlik arayışı ve kültürel temsiller üzerine yoğunlaştırmıştır.
Akademik kariyeri boyunca Dr. Ar, New York Üniversitesi’nde ziyaretçi araştırmacı olarak bulunmuş, burada Jacqueline Woodson’ın resimli kitapları üzerinden Afrika Amerikalı çocuk edebiyatında kimlik inşası üzerine çalışmalar yapmıştır. Araştırmaları ekokritizm, ekofeminizm, kültürel çeviri, etnik otobiyografi ve Amerikan çocuk edebiyatı gibi alanları kapsamaktadır.
Dr. Ar, Bartın Üniversitesi’nde öğretim görevlisi olarak çalışmakta olup, Amerikan ve İngiliz edebiyatı dersleri vermektedir. Ayrıca, öğrencilerinin edebiyat, görsel sanatlar ve kültürel temsiller arasındaki bağlantıları keşfetmelerine rehberlik etmektedir. Ulusal ve uluslararası konferanslarda sunumlar yapmış, çeşitli hakemli dergilerde makaleler yayımlamıştır.
Akademik ilgi alanları arasında Amerikan çocuk edebiyatı, ekokritizm, kültürel temsil, etnik otobiyografi ve ekfrazi yer almaktadır. Dr. Ar, araştırmalarını pedagojik uygulamalarla birleştirerek hem akademik hem de eğitimsel katkılar sunmaktadır.
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Bartın University Journal of Faculty of Education