Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2026/r/munzur/5980
  Bibliometric Analysis of Research on Enabling School Structures: A Scientific Mapping of the Literature from 2001 to 2023

  Zincirli, Muhammed; Özel, Sezai

  The present study offers a bibliometric analysis of academic research concerning the enabling school structures. The study drew data from the Scopus database, identifying 298 publications spanning a 23-year period. In order to maintain analytical consistency and avoid distortions since 2024 was going on at the time of the research, 34 publications from that year were excluded, thereby narrowing the dataset to 264 items. The bibliometric mapping and data visualisation were performed using VOSviewer software. The publications were examined according to various criteria, including publication year, annual citation counts, publication type, country of origin, affiliated institutions, most-cited sources and authors, and keyword distribution. A salient finding of the study is the predominance of journal articles, which account for 220 entries, constituting approximately 83.3% of the total literature. With respect to national contributions, the United States is the leading nation, having published 101 scholarly works. Furthermore, the United States has distinguished itself through its robust international research collaborations. Co-citation analysis revealed Wayne K. Hoy as the most influential scholar in the field, with a total of 1,034 citations. At the institutional level, William & Mary University was the most prolific contributor, with a total of 12 publications. This study provides a comprehensive overview of the intellectual structure and publication trends related to enabling school structures. By highlighting key contributors, institutional affiliations, and evolving research patterns, it provides valuable insights for scholars and policymakers and is expected to guide future research in this domain.

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• MakaleAçık Erişim2026/r/munzur/5928
  Place of Global Issues in EFL Lecturers’ Teaching Agenda in Türkiye

  Sahinkarakas, Sehnaz; Özel, Sezai

  This study examines English as a Foreign Language (EFL) lecturers’ views on integrating global issues into language teaching in Turkish higher education. Using a sequential explanatory mixed-methods design, data were collected from 414 EFL lecturers across 12 universities via a questionnaire, followed by semi-structured interviews with 29 participants. Quantitative results indicate that EFL lecturers generally support the integration of global issues into EFL instruction. While gender, age, or overall teaching experience did not yield significant differences, prior experience specifically with global-issue-based instruction emerged as a significant factor. Among the themes, environmental issues were prioritized due to their perceived familiarity and pedagogical accessibility. In contrast, language imperialism was rated as the least important theme. Qualitative findings further clarify that this reluctance toward language imperialism stems from its ideological sensitivity, despite its relevance to culture and linguistic awareness. The study concludes with practical implications for language teachers, curriculum designers, and materials developers.

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