"There are many hopes behind despair. There are many suns behind the darkness". RUMI


The training of” Word of Emotions” Project was organized by Necmettin Erbakan University


During 7-11 September 2021, the partner institutions of the project” Word of emotions”, as it follows: Asociatia EU-RO-IN from Romania, the Municipality from Alzira,Spain,Asociatia Agifodent from  Granada,Spain , Provincial Directorate of Family, Labour and Social Services  from Ankara,Turkey  , Mobilizind Expertize Lab from Sweden participated in a training course for adults who care for children with emotional problems  organized  by  Necmettin Erbakan University from Konya,Turkey.

During the training,the participants  gained rich competencies and information from their trainers ,the university faculty members from  „Erbakan NECMETTIN „University from Konya: Dr.Mevlut AYDOGMUS , Dr. Ahmet Kurnaz, Dr. Süleyman Arslantaş, Research Assistant Burcu Yapar, Research Assistant Tuğba PÜRSÜN, regarding the “secrets” of education for children with emotional problems  . They also studied and  discussed interesting problems together, such as understanding social and Emotional Development in children from 3 to 6 years old and in children from 6 to 10 years old ; different opportunities for improvement in primary prevention and early intervention for social-emotional problems of little children ,providing techniques and strategies for positive changes in children behaviors, studying parenting programs that encompass the child and family’s social ecology, including contexts outside one’s home where the child spends significant time and that is associated with lasting improvements in a child’s outcomes.

The methods used during the training were cases analysis and discussion ,workshops and role-plays, socialization games with active and listening techniques.

At the end of the training,the participants gained  skills in order to be able to interact with children and listen/pay attention, to teach children to express their emotions, to analyze the emotional needs and emotional risk situations of the children,to use the adequate way of communication in the relationships with others, enhancing competencies (emotion control ,communicational , pedagogical, social, intercultural) to educate/care for children with emotional problems, to face difficulties for kids with special emotional needs, use non formal methods to educate children.

Also, the training course taught the participants rich information about Turkish culture and they had beautiful impressions and experiences at the end of it.

Posted: 2021-09-27

Second edition of "E-Talks on Education" with our editorial board members.

Posted: 2021-05-16

Call for Special Issue


Journal of Educational Studies and Multidisciplinary Approaches – Special Issue Call

Teaching and Learning in Higher Education



Guest Editor:

Professor Dr. Marko Turk, School of Advanced Studies, University of Tyumen




Journal of Educational Studies and Multidisciplinary Approaches (JESMA) is an international scientific, high quality, open access, and peer viewed scholarly journal that provides a comprehensive range of unique online-only journal submission services to academics, researchers, advanced doctoral students and other professionals in their field. JESMA publishes original research papers, theory-based empirical papers, review papers, case studies, conference reports, book reviews, essay and relevant reports twice a year (March and October) in online versions. 


JESMA is excited to issue this call for review papers for a Special Issue.


We invite systematic reviews on a topic within the domain of Teaching and Learning in Higher Education, which should include the following areas:


·         Key Competencies of University Teacher

·         Teaching Models and Approaches in Higher Education

·         Professional Socialization of Junior Academics in University Teaching Activities

·         Teaching Quality Assurance in Higher Education

·         Teaching and Research Nexus in Academia

·         How do Students Learn?

·         Students Overload

·         University Teaching and Wider Community

Related subject areas in the broader context of the topic are also supported for publishing.


Submission and review schedule


10 January 2022 - Submission deadline for complete articles

Please upload your contribution(s) to the JESMA journal system (https://www.jesma.net ) To do so, you must first register as an author in the system. For special issue please put “Teaching and Learning in Higher Educationas heading to the paper.


March 2022- Feedback / Reviews

All submitted contributions will be examined in a double-blind peer review process to guarantee scientific quality. The editors of the special issue propose the reviewers for the respective theme and allocate individual contributions to the reviewers; they also determine which contributions will be accepted.


May 2022- Revision Deadline

Where necessary, contributions may be revised according to feedback and recommendations from the reviews.


June 2022- Online publication

In June 2022, the finalized contributions are published under https://www.jesma.net


You can download the call as PDF from https://t.ly/lyvW 

Posted: 2021-04-21



JESMA signed agreement with EBSCO for indexing.

Posted: 2021-04-17


JESMA has been indexed in Idealonline 
Here is the link : http://www.idealonline.com.tr/IdealOnline/dergi/journal-of-educational-studies-and-multidisciplinary-approaches-jesma-/949 
Posted: 2021-03-18



Posted: 2021-03-13



We've realized the online project meeting of ACADAS Project.

ACADAS is a European project that aims to analyse and exchange good practices in prevention, intervention and monitoring of people with disabilities at particular risk of early school leaving (ESL) by defining what are the main dimensions in which educational systems in the EU fail, to address their needs. 

The project is promoted within the framework of ERASMUS+ 2014-2020 Programme (Key Action 2 – Exchange of good practices in the field of School Education); its total grant is € 75,950.00. 

The project start date is September 1st, 2019 with an end date of August 31st, 2021.

What is it about?

The consortium will work throughout the 24 months of the project lifetime as a peer to peer network for the analysis and compilation of good practices in terms of monitoring and prevention of ESL. Following the model of the Quintuple Helix to Innovation, ACADAS will involve different stakeholders in a participatory manner at local, regional, national and European levels. Likewise, the use of open source, the applicability of the project results and alignment with previous work area will ensure the results of ACADAS being transferable and lasting beyond the life of the Project.





Posted: 2021-03-08



From the editor :

Within the scope of the European Union Erasmus KA2 Program; We’ve realized the online project meeeting of "Do not drop me Outside" with the partners from Belgium, Portugal, Slovenia and Turkey.

During the life of the project we will develop a school dropout teacher competency framework, an online school dropout competency test for teachers and an online school dropout tendency scale for students.

Total budget of the project is 263.496,00 €

General objectives of the project is decreasing the school dropout in the partner countries in a holistic approach by developing education programs for students, online tests tools for teachers and students and increasing the teachers’ competences related to the preventing school dropout and making contribution to the related measure around Europe.

Dropout is used by the EU to describe persons who are between the ages of 12 and 23 and have not completed their education at all or who have only received secondary education (European Commission, 2006). Every sixth young person aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and participates in no kind of education or training after this point.

The children between the ages of 6 and 18 attend school as it is compulsory but some of the students are not interested in their schools. This situation can be described as a hidden school dropout.

Council Recommendation of 28 June 2011 on policies to reduce early school leaving Council recommends as a prevention policy  to reduce the risk of early school leaving before problems start. As prevention policies Council recommends: developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out.

Supporting and empowering teachers in their work with pupils at risk is a prerequisite for successful measures at school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. Extra-curricular activities after and outside school and artistic, cultural and sport activities, which can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning.

In this connection, during the life of the Project the following outputs will be produced:

Output 1 - Competence framework for teachers. This framework will define the necessary competence of teachers for tackling dropout.

Output 2 - Teacher competence test: This test for defining teachers’ competences related to the school dropout  and it will be transferred to an online platform. Then, any Teachers will be able to test their competence online,

Output 3 -Teacher Training Program: The course materials and trainings for teachers will be developed

Output 4 - School dropout tendency test for students: Inventories school dropout tendency for students will be developed  and the inventories for school dropout tendency to transferred to online platform then any school or education authority will have chance to use it on any national, regional, loca lor school level,

Output 5- Education programs for students at the risk of dropout will be produced.

Target groups:

The first target group of the project are teachers (IO1, IO2, IO3) who can be more successful by attending professional solutions than individual solutions, and who need practical tools to detect the students who are at the risk of hidden or apparent dropout, who need to know how they can handle the situation of the dropout and what the innovative methods to prevent it, and who also need training.


The other target group are the students (IO4 and IO5) who are at the risk of school dropout, who need better quality of learning process and conditions. The factors that influence their dropout should be defined and eliminated and their relation with the school should be improved.

Number of the people involved:

Project will involve 16 schools in the test and implementation, 800 teachers in competency tests, will educate 240 teachers in all partners country, test 480 students on the school dropout tendency test and educate 240 students to be better equipped to prevent their school leaving.

Partner Countries:

The partner countries are from Belgium, Turkey, Slovenia and Portugal and there are 2 partners from each country. As mentioned above, school dropout or hidden school dropout is an issue to be handled around Europe in order to reach the already defined targets. The project aims to develop international tools, materials and programs which can be used in any EU country. This necessitates the project to be carried out transnationally.


Posted: 2021-03-05
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