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

Serhat Başar

doi:10.53444/deubefd.1815489

TR EN

Öz

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

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

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.

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Kapsayıcı Eğitim

Bölüm

Araştırma Makalesi

Yazarlar

Serhat Başar ^*
0000-0001-9716-4308
Türkiye

Yayımlanma Tarihi

31 Mart 2026

Gönderilme Tarihi

1 Kasım 2025

Kabul Tarihi

22 Ocak 2026

Yayımlandığı Sayı

Yıl 2026 Sayı: 67

DOI

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

IZ

https://izlik.org/JA86EW27MF

APA

Başar, S. (2026). Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 67, 476-500. https://doi.org/10.53444/deubefd.1815489

AMA

1.Başar S. Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives. DEU BEF Dergi. 2026;(67):476-500. doi:10.53444/deubefd.1815489

Chicago

Başar, Serhat. 2026. “Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, sy 67: 476-500. https://doi.org/10.53444/deubefd.1815489.

EndNote

Başar S (01 Mart 2026) Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi 67 476–500.

IEEE

[1]S. Başar, “Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives”, DEU BEF Dergi, sy 67, ss. 476–500, Mar. 2026, doi: 10.53444/deubefd.1815489.

ISNAD

Başar, Serhat. “Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 67 (01 Mart 2026): 476-500. https://doi.org/10.53444/deubefd.1815489.

JAMA

1.Başar S. Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives. DEU BEF Dergi. 2026;:476–500.

MLA

Başar, Serhat. “Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, sy 67, Mart 2026, ss. 476-00, doi:10.53444/deubefd.1815489.

Vancouver

1.Serhat Başar. Inclusive Student-Centred Pedagogy in Higher Education: Exploring Faculty Members’ Teaching Skills and Pedagogical Training from English Medium Instruction Students’ Perspectives. DEU BEF Dergi. 01 Mart 2026;(67):476-500. doi:10.53444/deubefd.1815489

Öz

Öz

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

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

Öz

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Etik Beyan

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