A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye

Özgür Özünlü

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Fen Eğitiminde Mentorluğun Rolüne Kapsamlı Bir Genel Bakış: Dünya ve Türkiye'den Perspektifler

Abstract

Fen eğitimi ekosisteminde mentorluk, öğrencilerin bilimsel süreç becerilerini kazanmasından akademisyenlerin profesyonel kariyer yollarının şekillenmesine kadar kritik bir işlev görmektedir. Bu çalışma, mentorluk olgusunu sistematik bir literatür taraması yoluyla değerlendirmeyi, kökenlerini Antik Yunan'dan çağdaş kuruluşlara kadar izlemeyi, teorik temellerini (hem resmi hem de gayri resmi yaklaşımlar) incelemeyi ve fen eğitimindeki somut çıktılarını (TÜBİTAK proje rehberliği, STEM/STEAM programları ve sanal mentorluk platformları gibi) analiz etmeyi amaçlamaktadır. Araştırma bulguları, gönüllülük, karşılıklı güven ve etkileşim üzerine kurulu mentor-menti ilişkisinin, akademik performansın artırılması, eleştirel düşünme kapasitesinin geliştirilmesi ve profesyonel kimlik oluşumunun desteklenmesi de dahil olmak üzere önemli sonuçlar doğurabileceğini göstermektedir. Bununla birlikte, mentorluk sürecinin etkinliği, taraflar arasındaki iletişim kopuklukları, yetersiz kurumsal kaynaklar ve mentorlar için sistematik eğitim eksikliği gibi çeşitli engellerle karşı karşıyadır. Bu zorlukların üstesinden gelmek için bu çalışma, mentor hazırlık programlarının standardizasyonunu, dijital mentorluk araçlarının etkin kullanımını ve fen eğitiminin kalitesini artırmak için kurumsal destek mekanizmalarının güçlendirilmesini önermektedir. Gelecekteki araştırmaların, mentorluk faaliyetlerinin uzun vadeli akademik ve mesleki etkilerine ve dijitalleşmenin mentorluk dinamiklerine nasıl yeni bir boyut kattığına odaklanması önerilmektedir.

Keywords

A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye

Abstract

Mentorship within the science education ecosystem serves a critical function, ranging from the acquisition of scientific process skills in students to the shaping of professional career maps for academics. This study aims to evaluate the phenomenon of mentorship through a systematic literature review, tracing its origins from Ancient Greece to contemporary organizations, examining its theoretical foundations (both formal and informal approaches), and analyzing its concrete manifestations in science education (such as TÜBİTAK project guidance, STEM/STEAM programs, and virtual mentoring platforms). Research findings indicate that the mentor-mentee relationship—constructed upon volunteerism, mutual trust, and interaction—can produce significant outcomes, including the enhancement of academic performance, the development of critical thinking capacity, and the support of professional identity formation. Nevertheless, the efficacy of the mentoring process faces various obstacles, such as communication breakdowns between parties, inadequate institutional resources, and a lack of systematic training for mentors. To overcome these challenges, this study proposes the standardization of mentor preparation programs, the effective utilization of digital mentoring tools, and the reinforcement of institutional support mechanisms to enhance the quality of science education. It is suggested that future research focus on the long-term academic and professional impacts of mentoring activities, as well as how digitalization adds a new dimension to mentoring dynamics.

Keywords

References

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Details

Primary Language

English

Subjects

Science Education

Journal Section

Research Article

Authors

Özgür Özünlü ^*
0000-0001-7841-4869
Türkiye

Publication Date

September 30, 2026

Submission Date

June 8, 2026

Acceptance Date

September 30, 2026

Published in Issue

Year 2026 Volume: 9 Number: 3

IZ

https://izlik.org/JA53HD98CZ

Cite

RIS / Bibtex

APA

Özünlü, Ö. (2026). A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, 9(3). https://izlik.org/JA53HD98CZ

AMA

1.Özünlü Ö. A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi. 2026;9(3). https://izlik.org/JA53HD98CZ

Chicago

Özünlü, Özgür. 2026. “A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye”. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi 9 (3). https://izlik.org/JA53HD98CZ.

EndNote

Özünlü Ö (September 1, 2026) A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi 9 3

IEEE

[1]Ö. Özünlü, “A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye”, Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, vol. 9, no. 3, Sept. 2026, [Online]. Available: https://izlik.org/JA53HD98CZ

ISNAD

Özünlü, Özgür. “A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye”. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi 9/3 (September 1, 2026). https://izlik.org/JA53HD98CZ.

JAMA

1.Özünlü Ö. A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi. 2026;9. Available at https://izlik.org/JA53HD98CZ.

MLA

Özünlü, Özgür. “A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye”. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, vol. 9, no. 3, Sept. 2026, https://izlik.org/JA53HD98CZ.

Vancouver

1.Özgür Özünlü. A Comprehensive Overview of the Role of Mentoring in Science Education: Perspectives from Countries Around the World and Türkiye. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi [Internet]. 2026 Sep. 1;9(3). Available from: https://izlik.org/JA53HD98CZ

In accordance with the integration of disciplines, it is to disseminate studies that consider Science, Mathematics, Entrepreneurship and Technology education together and to contribute to the formation of the infrastructure of the skills required by the 21st century.

Understanding that scientific activities cannot be done with the knowledge and skills of a single discipline, has become a paradigm that dominates the education world in recent years. When the rationales behind this paradigm are examined, single-disciplinary studies in science education can not solve big problems in practice and every year new skills are added to the skills that are thought to be developed to students in schools to overcome these big problems. One of the reasons for this understanding to attract the attention of all countries is their anxiety towards future economic development. Societies with good engineers are aware that their technological advances and economic development are also good. In this process, the main concern is that high school graduates who do not have academic knowledge and real life skills are not able to improve themselves in universities; this will pose great risks for countries in the future in technological and economic development.

When we examine our current educational situation in schools; It is understood that almost all of the courses in the program are concentrated in a single discipline, and the courses are taught with an algorithmic teaching approach, and the information presented in schools is not directed towards educating skilled individuals who can solve serious problems of the society. ıt is emphasized the education policies of the modern world to overcome this problem; increasing interest, curiosity and concentration in school knowledge, highlighting students' imaginations and creativity, being active in learning environments, associating school subjects with life and bringing all these activities together with disciplines should be formed into an integrated understanding. If this understanding is realized, 21st century skills will come out of theory and become meaningful in practice. It shows that the societies that develop 21st century skills will develop new products and new technologies and based on this, new professions and new markets will emerge. Therefore, we look forward to your research articles on science, mathematics, entrepreneurship and technology education carried out in the field of educational sciences (pre-school, elementary school, secondary school, high school, education faculty and other education stakeholders) to be evaluated in our online journal "Science, Mathematics, Entrepreneurship and Technology Education" which has recently started publishing. We would like you to know that interdisciplinary studies will be given priority.

FMGT Education Magazine is a refereed journal and is published three times a year. Research articles to be sent to the journal can be written in Turkish or English.

1. Articles to be sent to the journal are 2.5 cm in top, bottom and right space on A4 size white paper and left space should be 3 cm (21x29.7 cm area), using single line spaced, 12 font size, Times New Roman (Turkish), justified plain text and line break without spelling. In each section, paragraphs should be started with a 1 cm indentation. Articles should not exceed 15 pages.

2. In the articles, the spelling guide of the Turkish Language Institution should be taken as an example, and Turkish words should be used instead of foreign words. While very unfamiliar words are used in Turkish, the equivalent of the foreign language should be given in parentheses in the first place (Turkish and English).

3. For Turkish articles, a broad English summary of at least 500 words or 4000 characters including justification, method, findings, conclusions and discussion sections should be prepared. After the broad English summary article is accepted for publication, it should be prepared and submitted in a separate file.

4. Articles; The title should include the Abstract (Turkish), Keywords, Main Text (Introduction, Purpose, Method, Findings, Discussion, Conclusion, Suggestions and References) sections. The headings of the chapters should be written without indenting, and the first sentence of the paragraph should be indented with 1cm indenting. All pages should be numbered as (1, 2, ...) below the page and in the middle.

a) Title: The name and surname of the authors should be given under the title of the article consisting of maximum 3-12 words. The author's academic title, institution and department he / she works for should be written under the name section. Unless necessary, abbreviation should not be used in the title. In addition, the author's correspondence address, e-mail address, fax and telephone number should be specified in the correspondence address section (see h) after resources.

b) Summary and Keywords: The summary section should be prepared under the title of "Summary" between 10 points and 100-150 words. Keywords (between 3 and 5) should be given under the summary, using the 'Keywords' title. Care should be taken to ensure that the summary reflects critical information regarding the purpose, method, content and results of the study.

c) Main text: In research type articles, the main text should consist of sections (Introduction, Purpose, Method, Findings, Discussion, Conclusion and Suggestions, References), respectively. Compilation type articles, literature reviews and titles appropriate to the aims and dimensions of the study should be used in translations.

The introduction should include the approaches and findings in the literature and the rationale for the research.

The purpose of the study should be clearly stated in the purpose section.

In the method section, necessary explanations should be made about the sample, data sources, data collection tools and materials used, analysis and interpretation of the data.

The findings should include statistical analyzes used to test the research's hypotheses, mean and standard deviation values of each variable. Tables or figures should be given on the same page without dividing.

The discussion section should include explanation and discussion of the research findings in the light of the literature.

The conclusion should include the findings from the research and the situation resulting from the discussion.

The Suggestions section should include the researcher's (s) 'suggestions for the subject.

d) References should start from a new page. All the sources cited in the text should be listed in the "References" list in accordance with the APA 6 (American Psychological Association) style and in alphabetical order.

e) Attachments should start from a new page. If it is not necessary, supplementary files should not be given. In the studies for developing a measurement tool, all the items that make up the tool must be given in the text or in addition. Attachments should be written in 10 font size.

f) Tables should be given within the same page without dividing each table, using a minimum of 9 and a maximum of 10 points. The table number and the text of the table should be written in 11 font size, italic and the first letters of the text should be above the table. (ex: Table 1. Table Title should be written like this) In addition, the width of the tables is 12cm., the height is 19 cm. should not be more than.

g) Figures and Graphics should be given in the same page without dividing. Figures and graphic numbers and letters should be written in 11 font size with the first letters of the words in the same page, under the figure and in italics (eg: Figure 1. Figure Title should be written like this). In addition, the shape or graphic is 12 cm wide and 19 cm high. should not be more than.

5. After the blind review process. the manuscript will be gone a detailed evaluation about the plagiarism including a software support.

Ethical Principles and Publication Policy
Publication Ethics

The publication processes implemented in the Journal of Science, Mathematics, Entrepreneurship and Technology Education constitute the basis for the development and distribution of knowledge in an impartial and respectful manner. The processes implemented in this direction directly reflect on the quality of the work of the authors and the institutions that support the authors. Peer-reviewed studies are studies that embody and support the scientific method. At this point, it is important for all stakeholders of the process (authors, readers and researchers, publisher, referees and editors) to comply with the standards regarding ethical principles. Within the scope of the publication ethics of the Journal of Science, Mathematics, Entrepreneurship and Technology Education, all stakeholders are expected to carry the following ethical responsibilities.

The ethical duties and responsibilities listed below were prepared by taking into account the guidelines and policies published by the Committee on Publication Ethics (COPE) as open access.

Authors' Ethical Responsibilities

Author(s) who submit a study to the Journal of Science, Mathematics, Entrepreneurship and Technology Education are expected to comply with the following ethical responsibilities:

1-Originality: The studies submitted by the author(s) are expected to be original. If the author(s) benefit from or use other studies, they must refer to and/or quote them completely and accurately.

2-Authors: Individuals who did not contribute to the content of the study should not be indicated as authors.

3-Conflict of Interest: Any situations and relationships that may constitute a conflict of interest, if any, for all studies submitted for publication should be disclosed.

4-Raw Data: Raw data regarding their articles may be requested from the author(s) within the framework of the evaluation processes. In such a case, the author(s) should be ready to present the expected data and information to the editorial board and scientific board.

5-Data Usage Rights: Authors must have a document showing that they have the rights to use the data used, the necessary permissions for the research/analysis, or that the consent of the experimental subjects has been obtained.

6-Error Notification: In the event that the author(s) notice a mistake or error regarding their published, early appearance or evaluation stage work, they are obliged to inform the journal editor or publisher, and cooperate with the editor in the correction or withdrawal processes.

7-No Double Application: Authors cannot have their work in the application process of more than one journal at the same time. Each application can be started after the completion of the previous application. A work published in another journal cannot be sent to the Journal of Science, Mathematics, Entrepreneurship and Technology Education.

8-Author Change: It is not possible to propose a change in the author responsibilities of a study whose evaluation process has started (such as adding an author, changing the order of authors, removing authors).

Publication Policy

1-Published Studies: Articles that are stated or determined to have been published elsewhere will not be published. The authors are responsible for the legal consequences that may arise in the context of copyrights of previously published but not specified articles.

2-Copyrights: The copyright of published articles within Turkey belongs to FMGT Education Journal, and the legal and scientific responsibilities belong to the authors.

3-Quoting: Articles published in FMGT Education Journal can only be quoted by citing the source. Persons or organizations that quote and publish any distortions that may occur in the content of the article are legally responsible.

4-Evaluation Process: Articles sent after the article registration to FMGT Education Journal are first evaluated by the editorial board. Articles that do not comply with the journal's objectives are not evaluated.

5-Article Edits: The editorial board may change the words it deems necessary in the article.

6-Referee Evaluation: Articles deemed appropriate by the editorial board are sent to two separate referees. Authors are not informed about the identities of the referees who evaluated their article, nor are referees informed about who the submitted article belongs to.

7- Publishable Article Decision: Articles that can be published are determined by the relevant section editor based on the recommendations of the referees. If the number of articles that the section editors find publishable exceeds the total number of articles to be published in that issue, the Editorial Board decides which articles will be published. If necessary, articles can be sent to more than two referees.

8- Rejection Decision: Articles that are not deemed appropriate by both referees will not be published. If only one of the referees finds it inappropriate, the final decision will be made by the journal editor.

9- Correction Requests: The referee criticisms regarding an article that is deemed publishable, provided that it is corrected, will be notified to the author(s). It is essential that the opinions, suggestions and justifications stated by the referees are taken into consideration by the author(s) and that any necessary corrections are made. The final corrected version of the article will be submitted to the editor within twenty days.