PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi

Onur Garip; Süleyman Yaman

TR EN

PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi

Abstract

BBu çalışmanın amacı fen okuryazarlığını ortaya çıkarmayı amaçlayan PISA sorularının sürdürülebilirlik bağlamında incelenerek, Birleşmiş Milletler tarafından belirlenen 17 küresel hedef ve bu hedeflerin toplandığı 5 genel tema yönünden ne ölçüde ele verildiğini ortaya çıkarmaktır. Bu araştırma nitel araştırma yaklaşımı benimseyerek gerçekleştirilmiş, veri toplama yöntemi olarak ise doküman incelemesi kullanılmıştır. Çalışmada OECD tarafından yayımlanan PISA fen okuryazarlığı alanındaki sorular; soruya ilişkin metin ve görseller açıklama, sorular ise a, b, gibi bölümlere ayrılarak incelenmiştir. Soruların analizi için, ilgili literatüre dayalı olarak geliştirilen kontrol listesi kullanılmıştır. Toplanan veriler yönlendirilmiş içerik analizi yöntemine göre 17 küresel hedef ve bu hedeflerle ilişkili 5 temaya göre çözümlenmiştir. Araştırmada 39 PISA fen okuryazarlığı sorusu 168 bölüme ayrılarak incelenmiştir. PISA sorularının 39’u açıklama, 129’u soru kökünü ifade etmektedir. Araştırmanın sonucunda 168 bölümden 49’unda sürdürülebilirlik bağlamı bulunmuştur. Sorulardaki 39 açıklamanın 20 tanesinde sürdürülebilirlik bağlamına yer verildiği tespit edilmiştir. Toplam 129 soru kökünden 29’unda sürdürülebilirlik bağlamı olduğu belirlenmiştir. Bu bulgu, soruların anlamlandırılması bakımından, sadece soruların açıklamalarının anlamlandırılmasının önemli olduğunu fakat soru kökü açısından aynı düzeyde önemli olmadığını gösterebilir. Sorularda sürdürülebilir kalkınmanın en fazla çevre, en az toplum boyutuna yer verildiği tespit edilmiştir.

Keywords

Examining PISA Science Literacy Questions in the Context of Sustainability

Abstract

The primary objective of this study is to evaluate PISA science literacy items within the context of sustainability, specifically investigating the extent to which they align with the United Nations’ 17 Sustainable Development Goals (SDGs) and their five overarching thematic dimensions. Adopting a qualitative research design, the study Document analysis was used as the data collection method in the study. The analytical framework involved categorizing assessment components into stimulus materials (textual and visual explanations) and specific question stems (e.g., sub-questions a and b). Data were collected using a comprehensive checklist derived from the current literature and subsequently analyzed directed content across the 17 SDGs and their five overarching thematic dimensions. A total of 39 PISA science literacy units were disaggregated into 168 distinct segments for detailed examination. Of these 168 components, 39 functioned as introductory stimulus texts, while 129 constituted the actual question stems. The findings indicate that a sustainability context was present in 49 of the 168 examined segments. Notably, sustainability themes were identified in 20 out of the 39 stimulus explanations; however, only 29 of the 129 question stems incorporated such contexts. This discrepancy suggests that while sustainability is used extensively to contextualize and make sense of the stimulus material, it is not integrated with the same emphasis into the evaluative tasks of the question stems. Furthermore, the analysis revealed that the environmental dimension of sustainability development received the highest level of representation, whereas the social dimension was the least emphasized.

Keywords

References

Aköz, O., Deniş Çeliker, H., & Genç, H. (2022). PISA çerçevesinde seçmeli çevre eğitimi dersine ilişkin bağlam temelli değerlendirmeye yönelik soru örnekleri. Turkish Journal of Educational Studies, 9(3), 431-452. https://doi.org/10.33907/turkjes.1068730
Anıl, D. (2009). Factors effecting science achievement of science students in programme for ınternational students’ achievement (PISA) in Turkey. Education and Science, 34(152), 87-100.
Borg, F., & Gericke, N. (2021). Local and global aspects: Teaching social sustainability in Swedish preschools. Sustainability, 13(7), 3838. https://doi.org/10.3390/su13073838
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Cebrián, G., Junyent, M., & Mulà, I. (2020). Competencies in education for sustainable development: Emerging teaching and research developments. Sustainability, 12(2), Article no. 579. https://doi.org/10.3390/su12020579
Dikmen, M. ve Yıldırım, A. (2026). PISA ve TIMSS performansları bağlamında Türkiye ve Singapur’un Karşılaştırılması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 63(63), 296-318. https://doi.org/10.15285/maruaebd.1674958
Eames, C. W., Monroe, M. C., White, P. J., & Ardoin, N. M. (2024). Engaging environmental education through PISA: Leveraging curriculum as a political process. Australian Journal of Environmental Education, 40(3), 601–611. https://doi.org/10.1017/aee.2024.40
Eker Çelebi, M., & Taşkın Ekici, F. (2025). Türkiye yüzyılı maarif modelinde fen bilimleri öğretim programında sürdürülebilirlik ve sürdürülebilir kalkınma hedefleri ile ilişkisi. Denizli İl Millî Eğitim Müdürlüğü Bilim ve Eğitim Dergisi, 1(1), 29-39.

Fonseca, L. M., Domingues, J. P., & Dima, A. M. (2020). Mapping the sustainable development goals relationships. Sustainability, 12(8), 3359. https://doi.org/10.3390/su12083359
Hariram, N. P., Mekha, K. B., Suganthan, V., & Sudhakar, K. (2023). Sustainalism: An integrated socio-economic-environmental model to address sustainable development and sustainability. Sustainability, 15(13), 10682. https://doi.org/10.3390/su151310682
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Kalkan, Ç. (2023, Temmuz). Çocuklar için iklim değişikliği ve sürdürülebilirlik eğitimi. (Post). Linkedln. https://tr.linkedin.com/pulse/çocuklar-için-iklim-değişikliği-ve-sürdürülebilirlik-çelebi-kalkan.
Korkmaz, N., Bostan Sarıoğlan, A., & Dolu, G. (2024). Fen bilimleri ders kitaplarındaki etkinliklerin PISA fen okuryazarlığı yeterlik düzeylerine göre incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(3), 382-399. https://doi.org/10.17556/erziefd.1410665
Kömürcü, A.S. (2021). PISA fen okuryazarlığı yeterlik düzeylerine göre 5-8. sınıf fen bilimleri ders kitaplarındaki soruların incelenmesi. (Tez No: 679736) [Yüksek Lisans Tezi, Alanya Alaaddin Keykubat Üniversitesi]. YÖK Tez Merkezi.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publication.
Meschede, C. (2020). The sustainable development goals in scientific literature: A bibliometric overview at the meta-level. Sustainability, 12(11), 4461. https://doi.org/10.3390/su12114461
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
Millî Eğitim Bakanlığı (MEB) (2013). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7, 8.Sınıflar). Talim Terbiye Kurulu Başkanlığı.
Millî Eğitim Bakanlığı (MEB) (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7, 8.Sınıflar). Talim Terbiye Kurulu Başkanlığı.
Millî Eğitim Bakanlığı (MEB). (2022) PISA Türkiye raporu. https://pisa.meb.gov.tr/meb_iys_dosyalar/2024_03/21120745_26152640_pisa2022_rapor.pdf
Millî Eğitim Bakanlığı (MEB) (2024). Türkiye yüzyılı maarif model fen bilimleri dersi öğretim programı (3, 4, 5, 6, 7 ve 8.Sınıflar.) Talim Terbiye Kurulu Başkanlığı.
Monroe, M. C., Eames, C., White, P. J., & Ardoin, N. M. (2023). Education to build agency in the Anthropocene. The Journal of Environmental Education, 54(6), 351–354. https://doi.org/10.1080/00958964.2023.2277209
Organisation for Economic Co-operation and Development-OECD. (2022), Are students ready to take on environmental challenges? OECD Publishing. https://doi.org/10.1787/8abe655c-en
Organisation for Economic Co-operation and Development-OECD. (2023). PISA 2025 science framework. OECD Publishing. https://pisa-framework.oecd.org/science-2025/
Organisation for Economic Co-operation and Development-OECD. (2025). PISA 2025 fen değerlendirme çerçevesi. 20 Haziran 2026 tarihinde erişildi https://pisa-framework.oecd.org/science-2025/tur_tur/
Peşkircioğlu, N. (2016). 2030 sürdürülebilir kalkınma hedefleri: Küresel verimlilik hareketine doğru. Anahtar Dergisi, 28(355), 4-9.
Sachs, J. D., Lafortune, G., Fuller, G., & Drumm, E. (2022). Sustainable development report 2022. Cambridge University Press.
Shi, L., Han, L., Yang, F., & Gao, L. (2019). The evolution of sustainable development theory: Types, goals, and research prospects. Sustainability, 11(24), 7158. https://doi.org/10.3390/su11247158
Stufflebeam, D. L. (2000). Guidelines for developing evaluation checklists: The checklists development checklist (CDC). The Evaluation Center.
Suransky, C., & Manschot, H. (2026). Reframing humanistic education in the anthropocene: Ideas inspired by Bruno Latour’s philosophy. In Eds. D. de Ruyter, & C. Suransky, Education for transformation: Humanistic perspectives on flourishing in the anthropocene (pp. 59-78), Education, Culture, and Society, Vol. 9, Brill.
T.C. Çevre, Şehircilik ve İklim Değişikliği Bakanlığı. (2022). İklim şûrası sonuç bildirgesi. 07 Ocak 2026 tarihinde erişildi, https://iklimsurasi.gov.tr/sayfa/iklim-surasi-sonuc-bildirgesi
UNESCO. (2023). Education for sustainable development: Learning for socio-ecological transformation. UNESCO Publishing. 2, Haziran 2026 tarihinde erişildi https://www.unesco.org/en/sustainable-development/education
United Nations (UN). (1987). Report of the world commission on environment and development: Our common future. UN Documents. 20 Ocak 2026 tarihinde erişildi https://cdn.iuc.edu.tr/FileHandler2.ashx?f=rapor_638035862645304306.pdf
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. UN Documents. 20 Haziran 2026 tarihinde erişildi https://sdgs.un.org/2030agenda
Ünal, M. (2019). PISA sınavlarının özelliklerinin fen bilimleri öğretmenlerinin hazırlamış oldukları sınav soruları ile karşılaştırılması: PISA kültürünü yaygınlaştırma model önerisi [Yüksek lisans tezi, Uludağ Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Yaman, S. (2025). Fen eğitiminde ölçme ve değerlendirme. Ed. T. Kartal, Beceri temelli fen öğretimi I (s. 513-573) içinde, Nobel Yayıncılık.
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8.baskı). Seçkin Yayıncılık.
Wach, E., & Ward, R. (2013). Learning about qualitative document analysis. IDS Practice Paper in Brief, 13, 1-11.
White, P. J., Ardoin, N. M., Eames, C., & Monroe, M. C. (2023). Agency in the anthropocene: Supporting document to the PISA 2025 science framework. OECD Education Working Papers, (297), 1-43. https://doi.org/10.1787/8d3b6cfa-en.

Details

Primary Language

Turkish

Subjects

Science Education

Journal Section

Research Article

Authors

Onur Garip ^*
0009-0006-6228-6624
Türkiye

Süleyman Yaman
0000-0001-5152-4945
Türkiye

Publication Date

July 13, 2026

Submission Date

February 17, 2026

Acceptance Date

July 7, 2026

Published in Issue

Year 2026 Number: 1

IZ

https://izlik.org/JA43HD52TG

Cite

RIS / Bibtex

APA

Garip, O., & Yaman, S. (2026). PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi. Giresun Üniversitesi Eğitim Fakültesi Dergisi, 1. https://izlik.org/JA43HD52TG

AMA

1.Garip O, Yaman S. PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi. GUEFD. 2026;(1). https://izlik.org/JA43HD52TG

Chicago

Garip, Onur, and Süleyman Yaman. 2026. “PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi”. Giresun Üniversitesi Eğitim Fakültesi Dergisi, no. 1. https://izlik.org/JA43HD52TG.

EndNote

Garip O, Yaman S (July 1, 2026) PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi. Giresun Üniversitesi Eğitim Fakültesi Dergisi 1

IEEE

[1]O. Garip and S. Yaman, “PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi”, GUEFD, no. 1, July 2026, [Online]. Available: https://izlik.org/JA43HD52TG

ISNAD

Garip, Onur - Yaman, Süleyman. “PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi”. Giresun Üniversitesi Eğitim Fakültesi Dergisi. 1 (July 1, 2026). https://izlik.org/JA43HD52TG.

JAMA

1.Garip O, Yaman S. PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi. GUEFD. 2026. Available at https://izlik.org/JA43HD52TG.

MLA

Garip, Onur, and Süleyman Yaman. “PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi”. Giresun Üniversitesi Eğitim Fakültesi Dergisi, no. 1, July 2026, https://izlik.org/JA43HD52TG.

Vancouver

1.Onur Garip, Süleyman Yaman. PISA Fen Okuryazarlığı Alanındaki Soruların Sürdürülebilirlik Bağlamında İncelenmesi. GUEFD [Internet]. 2026 Jul. 1;(1). Available from: https://izlik.org/JA43HD52TG

Giresun University Journal of Faculty of Education is an international peer-reviewed journal and was established to reveal "studies in the field of education". In this regard, it is aimed to contribute to the solution of educational problems through qualified scientific studies.
In this context, the aims of Giresun University Journal of Faculty of Education are;
• To publish research on issues of national and international importance in the field of education,
• To publish high quality articles of national and international importance in terms of research design and/or findings,
• Establishing a communication network between national and international researchers,
• To provide a platform for scientific studies in the fields of education, training and learning to reach large audiences.

The Giresun University Journal of Faculty of Education welcomes studies encompassing theoretical, experimental, meta-analysis, and review articles pertaining to education. Studies conducted within the realm of education are published in the Giresun University Journal of Faculty of Education in either Turkish or English. The target audience of the journal encompasses researchers, teachers, teacher candidates, informaticians, students, as well as individuals and organizations producing products and services for the education sector, who are actively engaged in fields such as Mathematics and Science Education, Turkish and Social Sciences Education, Psychological Counseling and Guidance Education, Elementary Education, Computer and Instructional Technologies, Foreign language Education, and Fine Arts Education under the umbrella of education scientists. The Giresun University Journal of Faculty of Education operates as an open-access and double-blind peer-reviewed journal. Submitted articles undergo evaluation by at least two referees to assess their alignment with the journal's purpose, focus, and scope. Based on the evaluation results provided by referees and the section editor, the articles are either rejected or accepted for publication. Should at least two referees and section editor express positive feedback, authors are instructed to incorporate necessary revisions in accordance with the received feedbacks. Upon completion of required revisions by the authors, articles are re-evaluated to ensure compliance with writing rules before being communicated with the authors for publication in their final form.

The submissions to Giresun University Journal of Faculty of Education must adhere to the following conditions listed below. Works that do not meet these conditions will be returned to the authors.

Submitted works must not have been previously published or submitted for evaluation to another journal.
Works submitted to the journal must be in Microsoft Word format.
For works submitted in Turkish to the journal, an Extended English Abstract is required.
***Authors should submit the English extended abstracts of Turkish works below the reference heading as shown in the sample template. Proofreading of the English version is the responsibility of the author. Articles with insufficient language proficiency will not be published until language validity is ensured.
Submitted articles are subject to a maximum character limit of 12,000 characters.
An plagiarism report must be uploaded along with the candidate article. The similarity rate, excluding references, should be below 20%. No other filters should be applied in the report. Articles with high similarity rates will be returned to the author after editor review.
The submitted works must comply with the following writing rules.

You may find writing template here

General Page Layout
The page structure should be "vertical", on A4 (210 × 297 mm) standard white paper, with margins set at "1 cm top, 2 cm bottom, 1.5 cm right and left". The text alignment should be set to "justified", and the text font should be "Georgia".

Abstract
The abstract of the article should be written using the "Georgia" font, 9-point size, single line spacing, and with 0 space before and 6 nk space after the paragraph. The abstract should be between 150 and 200 words. The abstract should clearly state the purpose of the article, the method used, the main findings obtained, conclusions, and recommendations. A minimum of 3 and a maximum of 5 keywords should be provided in the abstract. Keywords should be listed from general to specific.

Main Text of the Article
The paragraphs in the main text of the article should be indented by 1.00 cm, with 0 space before and 3 nk space after the paragraph, and 1.15 line spacing. The text font should be "Georgia" with a size of 11 points. Paragraphs should be justified. The main text of the article should provide a concise expression of the relevant study/research and may consist of numbered subsections as needed. For example; Introduction, Method, Results, Discussion, Conclusion, and Recommendations. In writing the article, a narrative and structure should be followed that allows the reader to understand and evaluate every stage of the study. The author's expression in the text should be as simple and understandable as possible. Unnecessary repetitions and unsupported statements should be avoided; statements containing judgments or certainties must be based on data or references. Attention should be paid to academic writing principles in all subsections of the article. The data obtained within the scope of the research should be reflected cohesively.

Writing Principles
Articles to be submitted to the Giresun University Faculty of Education Journal should be prepared in accordance with APA 7.

References
A new page should be started for references, and they should be written in accordance with APA 7 writing style. An example of reference citation is provided below.

Examples of Reference Citations

Journal article with Doi Number
Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media Culture, 8(3), 207–217. https://doi.org/10.1037/ppm0000185

Journal article without Doi Number
Asar, R., & Çelikten, Y. (2016). Shadowing a woman administrator: A Turkish case. Universal Journal of Management, 4(11), 607-614.

Popular Magazine Article
Özbaşaran-Dede, N. (2008, November). Global climate warriors: Earthworms. Science and Technology, 492, 11-13.

Single-authored book
Balcı, A. (2005). Annotated glossary of educational management terms. Single Tree.

Multi-authored book
Başaran, İ. E., & Çınkır, Ş. (2011). Turkish education system and school management. Ekinoks Publishing House.

Edited book
Kesharwani, P. (Ed.). (2020). Nanotechnology based approaches for tuberculosis treatment. Academic Press.

Chapter in an edited book
Dönmez, B. (2013). Motivation. In S. Özdemir (Ed.), Theory and practice in educational management (pp. 185-229). Pegem Academy.

Unpublished Master's Thesis
Teyfur, M. (2011). Perceptions of primary school administrators' management styles and evaluation of school administrators' management skills by parents [Unpublished master's thesis]. Atatürk University.

Unpublished Doctoral Dissertation
Zorlu, K. (2009). Problems encountered by businesses in the democratic management process and an application [Unpublished doctoral dissertation]. Kırıkkale University.

Encyclopedia or Dictionary
Sadie, S. (Ed.). (1980). The new Grove dictionary of music and musicians (6th ed., Vols. 1-20). MacMillan.

Newspaper
Hitts, P. J. (February 16, 1999). In forecasting their emotions, most people flunk out. New York Times. http://www.nytimes.com

Conference Paper
Karadağ, E., & Öney, A. (2006, September). Examination of the effect of school administrators' stress levels on teachers' stress levels. Paper presented at the 14th National Psychology Congress. Hacettepe University Department of Psychology, Ankara.

Detailed information on the reference list can be found at the following links:
• https://dergipark.org.tr/tr/download/journal-file/27710
• https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html

Publication Ethics
In order to ensure impartiality and ethics in the articles published in the Giresun University Journal of Faculty of Education (GUEFD), the Editorial Board has developed certain ethical policies. These policies cover authors, reviewers, editors, and processes related to the study. The ethical duties and responsibilities outlined in GUEFD are prepared taking into account the publication policies of journals scanned in national and international fields, as well as guidelines and policies published as open access by the Committee on Publication Ethics (COPE).

Authors' Ethical Responsibilities
Authors submitting to GUJFE are expected to adhere to the following ethical responsibilities:
• Authors are required to obtain "Ethical Committee Approval" for experimental studies.
• Authors are expected to ensure that their submitted works are original and up-to-date.
• Authors must cite and/or quote all works they have benefited from completely and accurately.
• Individuals who do not contribute to the content of the work should not be listed as authors. (If any) situations and relationships that may constitute a conflict of interest should be disclosed.
• Authors may be requested to provide raw data related to their articles within the framework of the evaluation process. Authors must provide the requested data and information to the publication and/or scientific committee.
• Authors have an obligation to inform the journal editor or publisher and collaborate with the editor in correcting or withdrawing their work in the event of noticing any error or mistake in their published or under-review work.
• Authors cannot submit their works to more than one journal at the same time.
• A work previously published in another journal cannot be submitted to GUEFD.
• A work that has been submitted to another journal and has not yet been evaluated cannot be submitted to GUJFE.
• Changes such as adding or removing authors, changing the order of authors, cannot be requested for a work for which the evaluation process has started.

For all accepted articles, the "Giresun University Journal of Faculty of Education License Copyright Usage Permission Form" must be filled out and signed by the corresponding author.

The authors reserve the right to copyright and transfer all full publication rights to the journal without restriction.

Editor, Assistant Editor, and Section Editors' Responsibilities
Editors;
• Strive to meet the information needs of reviewers, authors, researchers, practitioners, and readers, provide feedback when necessary, and act according to the principles of transparency in correction and explanation during the publication process.
• Take care to ensure that the decision to publish articles contributes to the originality of the articles, the scientific literature, and benefits readers, researchers, and practitioners.
• Implement blind peer-review and evaluation process policies among the publication policies of the journal, keep the identities of reviewers confidential, and ensure that each article is evaluated objectively and within the specified timeframe.
• Send articles to section editors and reviewers considering their areas of expertise, and support impartial and independent evaluations.
• Editors consider the conflict of interest or alignment of interests between editors, reviewers, and authors to ensure unbiased evaluation of the article.
• Prevent non-academic and unscientific evaluations that do not comply with academic etiquette.
• Ensure the protection of personal data in evaluated articles; protect the individual data of authors, reviewers, and readers.
• Take care of the protection of human and animal rights in articles, value the documented explicit consent of participants, and reject articles when there is no ethical committee approval for participants in experimental research.
• Ensure the correction of errors, inconsistencies, or misguidance in the evaluated articles.
 The editorial board takes responsibility for the evaluation of the article, the decision-making process of the editorial board policies, and the publication decisions for publications written on legal restrictions such as plagiarism, insult, and copyright infringement.
 Ensure fair evaluation of all articles based on the intellectual content of the writing, regardless of factors such as gender, race, ethnicity, religion, citizenship, political affiliation, and values or authors' paradigm orientations.

Reviewers' Ethical Responsibilities
• Works submitted to GUJFE are sent to at least two anonymous reviewers in the relevant field for evaluation. In cases where the opinions about the article are equally positive and negative, the opinion of the editor or a third reviewer is sought.
• GUJFE adopts a double-blind peer-review process, where the identities of authors and reviewers are kept confidential. In this context, reviewers evaluating articles in GUEFD are expected to have the following ethical responsibilities:
 Read the publication policies of GUEFD,
 Only agree to evaluate works related to their field of expertise. They should not accept evaluation if they do not have expertise in the field, just to be able to have an opinion on the subject of the article.
 Complete the evaluation process within a specified time frame,
 Make evaluations within the framework of impartiality and confidentiality,
 Refuse to evaluate if they encounter a situation such as a conflict of interest and inform the editor about this situation,
 Inform the editor if they detect that the evaluated article has been submitted to another journal simultaneously,
 Pay attention to the evaluation process not being influenced by factors such as belief, sect, race, gender, or political thought. They should act sensitively to ensure that these factors do not affect the evaluation process.

Author Rights
Authors have the following rights:

They can identify the referees they do not want their work to be sent to due to conflicts of interest and/or ethical reasons.
They can withdraw their unpublished works during the evaluation process.
They have the right to appeal against referee reports and editor decisions.
They may request corrections (erratum) for problematic areas in their first published work or information errors caused by them due to material errors arising during the printing process.
Reporting Unethical Situations to the Editor
In the Journal of Turkish Academic Publications, if an unethical behavior related to editors, referees, authors, or an unethical situation concerning a manuscript in the early or published stages of the evaluation process is encountered, it should be reported to guefd@giresun.edu.tr via email.

Publication Policy
Giresun University Journal of Faculty of Education(GÜEFD):

It is an online peer-reviewed academic journal in the field of educational sciences.
It publishes articles in Turkish and English twice a year.
The evaluation process is conducted through double-blind peer review. According to this principle, the identities of both authors and referees are kept anonymous.
Only one academic work of an author may be included in each issue.
It is a non-profit academic journal.
Open Access Policy
Giresun University Journal of Faculty of Education (GÜEFD) is an open-access journal and provides direct open access to its published content. The journal aims to support, develop, and disseminate science with its open-access policy.

Plagiarism Policy
Giresun University Journal Faculty of Education (GÜEFD) subjects every completed work in the peer-review process to plagiarism detection to maintain its integrity. Plagiarism check is conducted through software such as Turnitin and iThenticate. Following the plagiarism check, the editorial board may request the responsible author to correct errors or decide not to publish the work based on the report.

Publication Fee
GÜEFD does not request any fees from authors during the submission, evaluation, or publication stages for any reason.