Repository logoGCRIS

Yabancı Diller Yüksekokulu Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/11499/46009

Browse

Filters

2024 - 20252

Settings

Publication Index: search.filters.publicationIndex.ScopusScopus Q: search.filters.scopusQuartile.Q1

Search Results

Now showing 1 - 2 of 2
  • Article
    Educare, Educere, or Holistic? Exploring Researchers' Educational Approaches in Education for Sustainable Development Research
    (Wiley, 2025-04-14) Sari, Tamer; Nayir, Funda; Poyrazli, Senel
    This study examined the educational approaches (educare, educere, or holistic) of researchers publishing on Education for Sustainable Development (ESD) within the context of UNESCO's Sustainable Development Goals (SDGs) 2030 agenda. Utilizing a bibliometric review and content analysis of 630 peer-reviewed articles from the Web of Science (WoS) database, the study identified trends in publication outputs and thematic evolution. Results indicated a shift from traditional educare approaches focused on knowledge transmission to more holistic frameworks that integrate cognitive, emotional, and social dimensions of learning. Notably, an increasing number of researchers have adopted the educere approach, emphasizing critical thinking and student empowerment, aligning with UNESCO's goals for fostering global citizenship. Key thematic developments included the growing recognition of interconnectedness between education and sustainability, reflecting a broader trend toward holistic education. The findings highlight the importance of balancing educare, educere, and holistic approaches to advance sustainable education and meet global challenges.
  • Article
    Citation - WoS: 2
    Citation - Scopus: 3
    A Systematic Literature Review of Research on Teacher Empowerment
    (Sage Publications inc, 2024-12-09) Celik, Osman Tayyar; Sari, Tamer; Karagozoglu, Ahmet Alper
    This bibliometric analysis examines the crucial role of teacher empowerment in enhancing educational environments by providing educators with autonomy, resources, and support. Using data from Web of Science and Scopus databases, 330 documents were analyzed to identify recent developments and trends in the field, particularly within urban education and culture. Findings indicate a growing interest in teacher empowerment, highlighting key themes such as teacher engagement, collaboration, and empowering leadership. The study underscores the influence of cultural structures on teacher empowerment policies and concludes with recommendations for policymakers, governments, and Ministries of Education to further support teacher empowerment.