Yükseköğretimde Kapsayıcı Öğrenci Merkezli Pedagoji: Eğitim Dili İngilizce Olan Öğrencilerinin Bakış Açılarıyla Öğretim Üyelerinin Öğretim Becerileri ve Pedagojik Eğitimlerinin İncelenmesi

Year 2026, Issue: 67 , - , 31.03.2026

Serhat Başar

https://doi.org/10.53444/deubefd.1815489

https://izlik.org/JA86EW27MF

Abstract

Bu çalışma, Türkiye’de eğitim dili İngilizce olan bir üniversitedeki öğrencilerin (English Medium Instruction – EMI) bakış açısından öğretim üyelerinin öğretim becerilerini ve pedagojik eğitimlerini incelemekte; öğretim uygulamalarının kapsayıcı öğrenci merkezli öğrenme ile ilişkisine odaklanmaktadır. Araştırma ve kurumsal sıralamalara verilen önceliğe rağmen, etkisiz pedagojik yaklaşımlar ve öğretim üyelerinin pedagojik eğitim eksiklikleri kapsayıcı öğrenci merkezli uygulamaları sınırlamaktadır. Nitel durum çalışması deseninin benimsendiği bu araştırmada; mimarlık, mühendislik ve fen fakültelerinden EMI öğrencileriyle yarı yapılandırılmış görüşmeler gerçekleştirildi. Veriler, ortaya çıkan örüntülerin kapsayıcı öğrenci merkezli öğrenme ile uyumlu pedagojik yapılar çerçevesinde yorumlandığı abductive tematik analiz yaklaşımıyla çözümlenmiş; üç pedagojik perspektiften yararlanılmıştır: Evrensel Tasarım (UDL), Sosyokültürel Pedagoji ve İnsancıllaştırıcı Pedagoji. Bulgular, daha etkileşimli, esnek ve çok modlu ders tasarımlarına yönelik güçlü bir gereksinimi ortaya koymaktadır. Öğrenciler daha işbirlikçi öğrenme ortamlarını ve öğretim üyelerinden daha fazla geri bildirim almayı tercih etmelerinin yanı sıra, öğretim üyeleriyle kapsayıcı ve dönüştürücü ilişkilerin önemini vurgulamaktadır; bu durum EMI bağlamlarında güvenli öğrenme ortamlarını destekleyen kapsayıcı öğrenci merkezli pedagojik uygulamaların gerekliliğine işaret etmektedir. EMI öğrencilerinin seslerini merkeze alan ve kapsayıcı EMI öğretim yetkinliklerinin geliştirilmesi için öğretim üyelerine yönelik pedagojik eğitimi temel bir ön koşul olarak konumlandıran bu çalışma, yükseköğretimde gelecekteki EMI öğretim üyesi gelişim girişimlerine yön verebilecek pedagojik olarak temellendirilmiş içgörüler sunmaktadır.

Keywords

Kapsayıcı öğrenci merkezli pedagoji , yükseköğretim pedagojisi , İngilizce eğitim dili , öğretim üyelerinin pedagojik eğitimi , öğrenci bakış açısı

Ethical Statement

Bu çalışma, İzmir Yüksek Teknoloji Enstitüsü Sosyal ve Beşerî Bilimler Bilimsel Araştırma ve Yayın Etik Kurulu tarafından onaylanmıştır (Onay No: 05/03). Çalışmaya gönüllü olarak katılan tüm katılımcılara araştırma süreci ve istedikleri anda çalışmadan çekilme hakları hakkında bilgi verilmiştir. Katılımcılar, İzmir Yüksek Teknoloji Enstitüsü Sosyal ve Beşerî Bilimler Bilimsel Araştırma ve Yayın Etik Kurulu tarafından onaylanmış olan yazılı gönüllü katılım formunu okuyup imzalayarak araştırmaya katılmayı kabul etmişlerdir. Yayın izni için katılımcılardan bilgilendirilmiş onam alınmıştır.

Supporting Institution

-

Thanks

-

Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives

https://izlik.org/JA86EW27MF

Abstract

This study explores the faculty members’ teaching skills and pedagogical training from English-Medium Instruction (EMI) students’ perspectives at a Turkish EMI university with a focus on the interplay between instructional practices and inclusive student-centred pedagogy. Despite the priority given to research and institutional rankings, ineffective pedagogy and a lack of pedagogical training for faculty members impede inclusive student-centred practices. Through a qualitative case design, semi-structured interviews were conducted with EMI students from the architecture, engineering, and science faculties. The data analysis followed an abductive thematic approach through which emerging patterns were interpreted in relation to three pedagogical perspectives associated with inclusive student-centred pedagogy: Universal Design for Learning, sociocultural pedagogy, and humanizing pedagogy. The findings reveal a significant need for more interactive, flexible, and multimodal course designs. Along with preferring more collaborative learning environments and faculty feedback, students emphasize the essence of inclusive and transformative relationships with the faculty, addressing the importance of inclusive student-centred pedagogical practices that foster safe learning environments in EMI contexts. By foregrounding EMI students’ voices and positioning faculty pedagogical training as a fundamental prerequisite for developing inclusive EMI teaching competencies, the study provides pedagogically grounded insights to inform future EMI faculty development initiatives in higher education.

Keywords

Inclusive student-centred pedagogy , higher education pedagogy , English medium instruction , faculty pedagogical training , student perspective

Ethical Statement

This study was approved by the Social and Human Sciences Scientific Research and Publication Ethics Committee of İzmir Institute of Technology (Approval no. 05/03). All the participants volunteering to take part in this study were informed about the procedures and their rights to withdraw. The participants read and sign a written informed consent form (approved by the Social and Human Sciences Scientific Research and Publication Ethics Committee of İzmir Institute of Technology) to participate. Informed consent for publication was provided by the participants.

Supporting Institution

-

Thanks

-

References

• Altbach, P. G., & Hazelkorn, E. (2017). Pursuing rankings in the age of massification: For most—forget about it. International Higher Education, (89), 8-10. https://doi.org/10.6017/ihe.2017.89.9834
• Arslan, S. (2023). A narrative enquiry into EMI instructors' linguistic and pedagogical needs. In S. M. Curle & J. K. H. Pun (Eds.), Qualitative research methods in English medium instruction for emerging researchers (pp. 94-114). Routledge.
• Barkhuizen, G. (2018). Ten qualitative research dilemmas and what to do about them. Learner Development Journal, 1(2), 117-127.
• Başar, S. (2025). The pedagogical realities of English medium instruction: Faculty members’ experiences of teaching and professional development. European Educational Research Journal. Advance online publication. https://doi.org/10.1177/14749041251377120
• Blair, A., & McGinty, S. (2013). Feedback-dialogues: Exploring the student perspective. Assessment & Evaluation in Higher Education, 38(4), 466-476. https://doi.org/10.1080/02602938.2011.649244
• Bogomaz, S., Kozlova, N., & Atamanova, I. (2015). University students' personal and professional development: The sociocultural environment effect. Procedia-Social and Behavioral Sciences, 214, 552-558. https://doi.org/10.1016/j.sbspro.2015.11.759
• Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462
• Burns, A., Edwards, E., & Ellis, N. J. (2022). Sustaining action research: A practical guide for institutional engagement. Routledge.
• Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791-807. https://doi.org/10.1080/13603116.2017.1325074
• Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. https://doi.org/10.1080/03075070600572132
• Carless, D. (2020). Longitudinal perspectives on students’ experiences of feedback: A need for teacher–student partnerships. Higher Education Research & Development, 39(3), 425-438. https://doi.org/10.1080/07294360.2019.1684455
• Cilliers, F. J., & Herman, N. (2010). Impact of an educational development programme on teaching practice of academics at a research‐intensive university. International Journal for Academic Development, 15(3), 253-267. https://doi.org/10.1080/1360144X.2010.497698
• Coffman, S., & Draper, C. (2022). Universal design for learning in higher education: A concept analysis. Teaching and Learning in Nursing, 17(1), 36-41. https://doi.org/10.1016/j.teln.2021.07.009
• Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2012). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27. https://doi.org/10.1177/0888406412446178
• Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162-172. https://doi.org/10.1177/0741932510381651
• Dale, J., & Hyslop-Margison, E. J. (2010). Pedagogy of humanism. In J. Dale & E. J. Hyslop-Margison (Eds.), Paulo Freire: Teaching for freedom and transformation (pp. 71-104). Springer. https://doi.org/10.1007/978-90-481-9100-0_3
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
• Deroey, K. L. (2023). English medium instruction lecturer training programmes: Content, delivery, ways forward. Journal of English for Academic Purposes, 62, 101223. https://doi.org/10.1016/j.jeap.2023.101223
• Devis-Rozental, C. (2018). Developing socio-emotional intelligence in higher education scholars. Palgrave.
• Devis-Rozental, C., & Clarke, S. (Eds.). (2020). Humanizing higher education: A positive approach to enhancing wellbeing. Springer Nature.
• Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: A meta-analytical study. Educational Psychology Review, 34(4), 2609-2660. https://doi.org/10.1007/s10648-022-09695-0
• Eka Putri, I. G. A. P., Widdop Quinton, H., & Selkrig, M. (2023). Reshaping teaching in higher education through a mandala of creative pedagogies. Teaching in Higher Education, 1-20. https://doi.org/10.1080/13562517.2023.2193665
• Ekoç, A. (2020). English Medium Instruction (EMI) from the perspectives of students at a technical university in Turkey. Journal of Further and Higher Education, 44(2), 231-243. https://doi.org/10.1080/0309877X.2018.1527025
• Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (2018). The Cambridge handbook of expertise and expert performance. Cambridge University Press.
• Farrell, T. S. (2020). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277-286. https://doi.org/10.1080/13670050.2019.1612840
• Fataar, A. (2016). Towards a humanizing pedagogy through an engagement with the social-subjective in educational theorizing in South Africa. Educational Research for Social Change, 5(1), 10-21. https://doi.org/10.17159/2221-4070/2016/v5i1a1
• Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.
• Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100. https://doi.org/10.1177/1469787404040463
• Goodall, G., Mjøen, O. M., Witsø, A. E., Horghagen, S., Hardonk, S., & Kvam, L. (2024). Attitudes towards students with disabilities achieving their educational and work-related goals: A factorial survey experiment among higher education institution employees in Norway. Higher Education, 88(2), 419-465. https://doi.org/10.1007/s10734-023-01123-8
• Hämäläinen, J. (2015). Defining social pedagogy: Historical, theoretical and practical considerations. The British Journal of Social Work, 45(3), 1022-1038. https://doi.org/10.1093/bjsw/bct174
• Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
• Ismailov, M., Chiu, T. K., Dearden, J., Yamamoto, Y., & Djalilova, N. (2021). Challenges to internationalisation of university programmes: A systematic thematic synthesis of qualitative research on learner-centred English Medium Instruction (EMI) pedagogy. Sustainability, 13(22), 12642. https://doi.org/10.3390/su132212642
• Ismailov, M., Chiu, T. K., Aizawa, I., Yamamoto, Y., Djalilova, N., & Moorhouse, B. L. (2025). Essential lecturer competencies in English medium instruction: A study across student proficiency levels. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882241312427
• Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers' professional development. Routledge.
• Jonsson, A. (2012). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63-76. https://doi.org/10.1177/1469787412467125
• Jorgenson, D. A., Farrell, L. C., Fudge, J. L., & Pritchard, A. (2018). College connectedness: The student perspective. Journal of the Scholarship of Teaching and Learning, 18(1), 75-95. https://doi.org/10.14434/josotl.v18i1.22371
• Kahu, E. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. https://doi.org/10.1080/03075079.2011.598505
• Kim, H. J., Kong, Y., Hernandez, C., & Soban, M. (2023). Student Emotions and Engagement: Enacting Humanizing Pedagogy in Higher Education. IAFOR Journal of Education, 11(3), 185-206. https://doi.org/10.22492/ije.11.3
• Kitchen, H., Bethell, G., Fordham, E., Henderson, K., & Li, R. R. (2019), "The Turkish education system", in OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey, OECD Publishing, https://doi.org/10.1787/71ee93b4-en.
• Kusters, M., Van der Rijst, R., de Vetten, A., & Admiraal, W. (2023). University lecturers as change agents: How do they perceive their professional agency?. Teaching and Teacher Education, 127, 104097. https://doi.org/10.1016/j.tate.2023.104097
• Kravale-Paulina, M., Briede, L., Micule Fjodorova, I., & Romanovska, A. (2025). Inclusive student-centred pedagogies. In R. M. Van der Rijst & E. M. Fernández-Díaz (Eds.), Innovative faculty development towards inclusive student-centred pedagogy: A reflective and transformative approach (pp. 1-10). Disigma Publications. https://doi.org/10.5281/zenodo.15212171
• Lasagabaster, D. (2018). Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching, 51(3), 400-416. https://doi.org/10.1017/S0261444818000113
• Lasagabaster, D. (2022). Teacher preparedness for English-medium instruction. Journal of English-Medium Instruction, 1(1), 48-64. https://doi.org/10.1075/jemi.21011.las
• Lave, J., & Wenger, E. (2008). Situated learning: Legitimate peripheral participation. Cambridge University Press.
• Leavy, P. (2017). Research design: Quantitative, qualitative, mixed-methods, arts-based, and community-based participatory research approaches. Guilford Press.
• Littleton, K., & Mercer, N. (2013). Interthinking: Putting talk to work. Routledge.
• Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/S0261444817000350
• Macaro, E., Akincioglu, M., & Han, S. (2020). English medium instruction in higher education: Teacher perspectives on professional development and certification. International Journal of Applied Linguistics, 30(1), 144-157. https://doi.org/10.1111/ijal.12272
• Marin, E., & Katsampoxaki-Hodgetts, K. (2024). University teachers’ willingness to support inclusive and effective student-centred learning. In A. Curaj, C. M. Hâj, & R. Pricopie (Eds.), European higher education area 2030: Bridging realities for tomorrow’s higher education (pp. 699-712). Springer. https://doi.org/10.1007/978-3- 031-75140-0_35
• Marin, E., & Van der Rijst, R. (2025). A framework for inclusive student-centred higher education. In R. M. Van der Rijst & E. M. Fernández-Díaz (Eds.), Innovative faculty development towards inclusive student-centred pedagogy: A reflective and transformative approach (pp. 1-8). Disigma Publications. https://doi.org/10.5281/zenodo.15212410
• Mercer, N. (2000). Words & minds: How we use language to think together. Routledge.
• Meyer, A., Rose, D., & Gordon, D. (2014). Universal design for learning: Theory and practice. Cast Professional Publishing.
• Ngo, P. L. H. (2024). EMI programmes in Vietnamese higher education: A case study of translanguaging practices for inclusive education. Journal of English as a Lingua Franca, 13(1), 163-184. https://doi.org/10.1515/jelf-2024-2008
• Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
• Ozer, O. (2020a). English medium instruction at tertiary level in Turkey: A study of academics’ needs and perceptions. Yükseköğretim ve Bilim Dergisi, 10(1), 88-95. https://doi.org/10.5961/jhes.2020.370
• Ozer, O. (2020b). Lecturers' experiences with English-medium instruction in a state university in Turkey: Practices and challenges. Issues in Educational Research, 30(2), 612-634.
• Park, S., Kim, S. Y., Lee, H., & Kim, E. G. (2022). Professional development for English-medium instruction professors at Korean universities. System, 109, 102862. https://doi.org/10.1016/j.system.2022.102862
• Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571. https://doi.org/10.1016/j.tate.2006.11.013
• Remmik, M., Karm, M., Haamer, A., & Lepp, L. (2011). Early-career academics’ learning in academic communities. International Journal for Academic Development, 16(3), 187–199. https://doi.org/10.1080/1360144X.2011.596702
• Roth, W., & Lee, Y. (2007). “Vygotsky’s neglected legacy”: Cultural-historical activity theory. Review of Educational Research, 77(2), 186-232. https://doi.org/10.3102/0034654306298273
• Sahan, K., & Rose, H. (2021). Problematizing the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony in university contexts. In B. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 1-14). Multilingual Matters. https://doi.org/10.21832/9781788927338-005
• Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
• Saldaña, J. (2014). Thinking qualitatively: Methods of mind. Sage.
• Saldaña, J., & Omasta, M. (2018). Qualitative research: Analyzing life. Sage.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
• Soruç, A., & Griffiths, C. (2018). English as a medium of instruction: Students’ strategies. ELT Journal, 72(1), 38-48. https://doi.org/10.1093/elt/ccx017
• Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution Tree Press.
• Spencer, K. J., & Schmelkin, L. P. (2002). Student perspectives on teaching and its evaluation. Assessment & Evaluation in Higher Education, 27(5), 397-409. https://doi.org/10.1080/0260293022000009285
• Stensaker, B., Bilbow, G. T., Breslow, L., & Van der Vaart, R. (2017). Strengthening teaching and learning in research universities: Strategies and initiatives for institutional change. Springer.
• Stevens, T. M., Day, I. N. Z., den Brok, P. J., Prins, F. J., Assen, H. J. H. E., ter Beek, M., Bombaerts, G., Coppoolse, R., Creemers, P. H. M., Engbers, R., Hulsen, M., Kamp, R. J. A., Koksma, J. J., Mittendorff, K., Riezebos, J., van der Rijst, R. M., van de Wiel, M. W. J., & Vermunt, J. D. (2024). Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices. Higher Education Research & Development, 43(2), 437-454. https://doi.org/10.1080/07294360.2023.2246412
• Tai, K. W. (2022). Translanguaging as inclusive pedagogical practices in English-medium instruction science and mathematics classrooms for linguistically and culturally diverse students. Research in Science Education, 52(3), 975-1012. https://doi.org/10.1007/s11165-021-10018-6
• Taneri, P. O., & Özbek, Ö. Y. (2023). Promoting diversity and culturally responsive pedagogy in higher education. Uluslararası Türk Eğitim Bilimleri Dergisi, 2023(21), 765-813. https://doi.org/10.46778/goputeb.1333036
• Thompson, J. (2022). A guide to abductive thematic analysis. The Qualitative Report, 27(5), 1410-1421. https://doi.org/10.46743/2160-3715/2022.5340
• Todres, L., Galvin, K. T., & Holloway, I. (2009). The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), 68-77. https://doi.org/10.1080/17482620802646204
• Toom, A. (2017). Teachers’ professional and pedagogical competencies: A complex divide between teacher work, teacher knowledge and teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (Vol. 2, pp. 803-819). SAGE. https://doi.org/10.4135/9781526402042.n46
• Trautwein, C., & Bosse, E. (2017). The first year in higher education—critical requirements from the student perspective. Higher Education, 73, 371-387. https://doi.org/10.1007/s10734-016-0098-5
• Trinidad, J. E. (2019). Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps. Journal of Further and Higher Education, 44(8), 1013-1023. https://doi.org/10.1080/0309877X.2019.1636214
• Trinidad, J. E., Raz, M. D., & Magsalin, I. M. (2023). “More than professional skills:” Student perspectives on higher education’s purpose. Teaching in Higher Education, 28(6), 1380-1394. https://doi.org/10.1080/13562517.2021.1891043
• Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies, 14(1), 261-277.
• Van der Rijst, R., Baggen, Y., & Sjoer, E. (2019). University teachers’ learning paths during technological innovation in education. International Journal for Academic Development, 24(1), 7-20. https://doi.org/10.1080/1360144X.2018.1500916
• Van der Rijst, R. M., & Fernández Díaz, E. M. (Eds.) (2025). Innovative faculty development towards inclusive student-centred pedagogy: A reflective and transformative approach. Heraklion: Disigma Publications.
• Van Dijk, E. E., van Tartwijk, J., Van der Schaaf, M. F., & Kluijtmans, M. (2020). What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education. Educational Research Review, 31, 100365. https://doi.org/10.1016/j.edurev.2020.100365
• Verrill, P. (2007). Voices off? Using student voice for reflective staff development. In F. Campbell, L. Beasley, J. Eland, & A. Rumpus (Eds.), Hearing the student voice: Promoting and encouraging the effective use of the student voice to enhance professional development in learning, teaching and assessment within higher education (pp. 77-84). Project Report for Escalate.
• Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Harvard University Press.
• Yuksel, D., Soruç, A., Altay, M., & Curle, S. (2023). A longitudinal study at an English medium instruction university in Turkey: The interplay between English language improvement and academic success. Applied Linguistics Review, 14(3), 533-552. https://doi.org/10.1515/applirev-2020-0097
• Yürekli Kaynardağ, A. (2019). Pedagogy in HE: Does it matter?. Studies in Higher Education, 44(1), 111-119. https://doi.org/10.1080/03075079.2017.1340444