Along with the impact of the 21st century skills that the new world projection focuses on, the definition of the qualified individual and the view of him/her has started to differentiate. In this context, it is important to identify which skills are considered more significant by new generations and which skills are needed. The aim of this study is to determine the opinions of classroom teachers about the adequacy of the Social Studies Curriculum in terms of gaining 21st century skills. In accordance with the purpose of the research, case study method, one of the qualitative research methods, was used and the data were collected with a semi-structured focus group interview form prepared by the researchers. In the research, it was concluded that information, communication and media skills, critical thinking and problem-solving skills in the frameworks were stated as the most important skills in the program, while responsibility, entrepreneurship and productivity skills classified as life skills were not recognized by the participants. In addition, it was concluded that the Social Studies Curriculum was not found to be sufficient by classroom teachers in terms of providing 21st century skills and that the curriculum should be improved.

The research was aimed to examine the effect of the using gamified flipped classroom model while teaching algorithm on the academic achievement of 6th grade secondary school students and students’ opinions about the instruction method and learning experiences. A pretest-posttest design with a control group was used in this quasi-experimental research study. The study group was composed of 44 students, 22 of whom were in the experimental group, and 22 of whom were in the control group, studying in the 6th grade at a public middle school. When the analysis results of the academic achievement test applied simultaneously to the experimental and control groups were examined, it was seen that there was a positive difference between the posttest scores of both groups and that this difference was statistically greater in the experimental group than in the control group. the analysis of the interviews revealed that, the students in the experimental group found the experience entertaining and instructive, but they stated the lack of technological infrastructure for watching the videos at home and the technical problems experienced on the EIN platform as negative features of the experience. Control group students complained about the difficulty doing homework at home and lack of activities in the classroom.

The aim of this study is to examine postgraduate theses conducted in the field of Early Childhood Education in Turkey between 2013 and 2023. In this study, data was collected using the technique of document analysis, which is one of the qualitative research methods. The population of the study consists of 352 postgraduate theses published in the National Thesis Center of the Council of Higher Education between 2013 and 2023. The sample of the research consists of 191 master's theses and 21 doctoral theses that have been approved and published in the Department of Preschool Education, Department of Elementary Education, Department of Educational Sciences, and Department of Primary Education, all of which are openly accessible. The sample of the research also constitutes the study group of the research. The research findings indicate that the majority of the postgraduate theses conducted between 2013 and 2023 were master's theses. It is noteworthy that the number of doctoral theses is limited. The maximum year in which a postgraduate thesis was published has been determined as 2019. According to the findings obtained, the number of female authors and female advisors is significantly higher than the number of male authors and male advisors. Most postgraduate theses were conducted at the Institute of Educational Sciences. The conclusion has been reached that the most frequently coded focal point is "Education".