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    Embracing Diversity in the Classroom: Teachers' Perceptions on Culturally Responsive Classroom Practices in Türkiye
    (Sage Publications Inc, 2025) Kucukakin, Pinar Mercan; Tasti, Ozlem Yildirim; Cobanoglu, Rahime; Gokmenoglu, Tuba; Akcaoglu, Mustafa Ozturk
    Creating culturally responsive learning environments stands as a pivotal objective for 21st-century classrooms to foster inclusive and equitable education. This phenomenological inquiry explores the perceptions and practices of classroom teachers regarding Culturally Responsive Pedagogy (CRP) within the educational context of T & uuml;rkiye. To this end, semi-structured interviews were conducted with 11 teachers purposefully selected from public schools in Gaziantep, a city notable for its increased cultural diversity in the country. Content analysis was utilized for data analysis. The following themes emerged in the study: Barriers to Culturally Responsive Pedagogy and Culturally Responsive Pedagogy Practices. The findings indicate that, although there are instances of culturally responsive practices being implemented and positive perceptions of CRP among educators, substantial challenges persist in integrating CRP effectively within classroom settings. The study highlights the need for effective professional development and teacher training focused on CRP.
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    The post-disaster response of a higher education institution in Türkiye: Insights from students and instructors
    (Elsevier, 2024) Kucukakin, Pinar Mercan; Tasti, Ozlem Yildirim; Cobanoglu, Rahime; Gokmenoglu, Tuba
    The earthquake that hit Turkiye on February 6th, 2023 had a profound impact on the higher education system. The Higher Education Council decided to transmit distance education to all universities, whether or not they were affected by the earthquake. This case study o investigates how this decision, taken in the aftermath of the earthquake, affected students and instructors at a higher education institution. To achieve this, semi-structured individual and focus group interviews were conducted. The study revealed several crucial issues regarding communication, institutional support, and the frequent changes in the system. Additionally, the findings identified a variety of challenges, including emotional distress, motivational obstacles, technical issues, accessibility constraints, family-related challenges, and disparities in instructional practices. The insights gained from this case study can provide valuable guidance for faculty, administrators, and policy-makers to make more effective decisions in the event of future earthquakes or similar emergencies.