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    A Machine Learning Approach to Understanding Teacher Engagement in Sustainable Education Systems
    (Mdpi, 2026) Gecikli, Esra; Cam-Tosun, Figen
    Education can be conceptualized as a complex socio-technical system in which teacher engagement functions as a dynamic component supporting system performance and adaptability. The present study examines how science teachers' perceptions of sustainable education interact with their levels of work engagement, providing empirical insights into system-level relationships relevant to educational sustainability. The study sample consisted of 246 science teachers, and data were collected using the Sustainable Education Scale and the Engaged Teacher Scale. Adopting a systems-informed analytical perspective, the study employs machine learning methods (Random Forest, CART, Extra Trees, and Bagging Regression) to explore non-linear relationships and interaction patterns that may remain obscured in conventional linear analyses. The results indicate that structural factors such as weekly teaching hours and academic qualifications are associated with variations in both sustainable education perceptions and work engagement. Moreover, the findings suggest a reciprocal relationship between sustainability-oriented perceptions and teacher engagement, consistent with feedback dynamics observed in complex educational systems. Rather than proposing a new theoretical framework or algorithm, the study demonstrates the utility of machine learning as a methodological tool for examining system-level interactions and emergent patterns in education, offering empirical insights that may inform sustainability-oriented practices in complex social systems.
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    Development and validation of a sustainable education scale
    (Wiley, 2024) Cam-Tosun, Figen; Sogut, Sibel
    This study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model-driven study systematically develops and validates the SES. Drawing on an in-depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub-dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning.
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    Investigation of the Gifted Students' Education Based on Its Cost
    (Ankara Univ, Fac Educational Sciences, 2021) Cam-Tosun, Figen; Tan, Sema
    Introduction: The purpose of this research was to investigate the cost parents paid for their gifted and non-gifted children, the type of expenses they made for their children's education and their opinions regarding the financial demands of their gifted children. Method: In this qualitative study with a phenomenological approach, the data were collected from 20 parents of gifted and non-gifted students using structured interview forms. The data were analyzed using descriptive statistics and content analysis. Findings: The findings indicated that the parents spent the most on school supplies for both gifted and non-gifted children for in-school environment. However, for out-of school expenditures parents spent the most on books, movies, and intelligence games for their gifted children while they spent the most on field trips and movies for their non-gifted children. Discussion: Parents could not fully support the development of their children (especially gifted ones) due to their financial conditions. Also, parents reported that opportunities in regular schools were not enough to help their children realize and fulfill their own potential. It was concluded that gifted children needed environments enriched with more materials, sources, mentors, and facilities to reveal their true potential.