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    A Step towards Sustainable Education: Does an Entrepreneurial Teacher Nurture Creativity?
    (Mdpi, 2024) Saygin, Muhammet; Say, Serkan; Ozturk, Ismail Yavuz; Gulden, Bahadir; Kaplan, Kadir
    This study explores the relationship between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, with a particular emphasis on sustainability in education. While previous studies have typically examined entrepreneurship and creativity as separate concepts, often focusing on their individual dimensions, this study underscores the significance of integrating entrepreneurial and creative competencies to promote sustainable educational practices. By highlighting how teachers' entrepreneurial and creative skills contribute to sustainable education, this study addresses the broader impact these competencies have on meeting the evolving needs and expectations of students, families, and society. This approach supports the development of a more resilient and adaptive education system that can thrive over time. The research involved 1396 classroom teachers from the Mersin province of Turkey. Analysis of the data revealed a strong positive correlation between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, indicating that teachers who exhibit higher levels of entrepreneurial traits are more likely to engage in practices that foster creativity or that teachers who exhibit higher levels of creativity nurturing behaviors are more likely to engage in entrepreneurial practices among their students. Thus, the importance of the high-level relationship between entrepreneurial behaviors and creativity-enhancing behaviors in improving sustainability in education has been revealed. This study highlights the need to integrate entrepreneurial skills into teaching practices to support a sustainable educational framework.
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    Statistical and qualitative analysis of ChatGPT and human raters in preservice teachers' writing assessment
    (Izzet Kara, 2026) Gulden, Bahadir; Bilge, Huzeyfe; Uysal, Pinar Kanik
    Teachers spend a significant amount of time providing feedback. This study compared expert and ChatGPT assessments and feedback on written texts to determine the suitability of AI for writing skill assessments that are time-consuming to assess and provide feedback. Three experts and ChatGPT graded 14 Turkish undergraduate students' assignments using rubric that included content, language use, vocabulary, organization, and mechanics, and justified their decisions. The study involved document review and triangulation, a qualitative design. In addition, an intraclass correlation coefficient was used to assess the consistency of the ChatGPT and the experts' scores. All feedback was qualitatively analyzed to identify the strengths and weaknesses of the experts and their similarities with ChatGPT. Experts and ChatGPT had moderate to weak consistency in the writing subscales, while good reliability was found in the total score. Experts excelled in 'explanatory feedback', 'interpretation' and 'experience', while ChatGPT excelled in 'automation and continuity' and 'data processing capacity'. Experts' weaknesses included 'limited time and energy' and 'comparison bias', while ChatGPT's weaknesses were 'ambiguous expressions' and 'repetition'. The study also found that experts and ChatGPT preferred to provide constructive and supportive feedback.
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    The Effect of Self-Regulated Learning-Based Practices on Writing Anxiety: A Curriculum-Focused Mixed Study
    (Sage Publications Inc, 2025) Kaplan, Kadir; Akeren, Ihsan; Gulden, Bahadir
    Anxiety is part of daily life, and when it is not controlled, it negatively affects performance and success. One type of anxiety that students experience at school as a result of the pressures of educational life is writing anxiety. In the current study, the role of self-regulated learning skills in reducing writing anxiety was examined. The fifth-grade self-regulated writing program (S-rWP) was developed, tested, and revised to align with the text types specified in the native language (L1) course curriculum. A multi-stage random sampling method was used to determine the participants to whom the final program would be applied, and the mean pre-test writing anxiety scores of the two groups, an experimental group and a control group, were close to each other. An instructor trained in self-regulated learning strategies conducted the seven-session program to the experimental group for 6 weeks, while in the same period the same curriculum was conducted to the control group using the traditional teaching method, and finally post-test measurements were taken. Quantitative data from the mixed-method study showed that S-rWP was effective in reducing writing anxiety compared to the standard teaching method. Qualitative data were collected through semi-structured interviews with the participants, the L1 teacher and the instructor. The results show that S-rWP is effective in reducing writing anxiety, in line with the quantitative findings. The participants provided information to support the findings through their opinions, and the L1 teacher and instructor provided information to support the findings through their observations. The results appear to stem from the overlap between students' writing planning, implementation, and evaluation processes and the three stages of self-regulated learning (forethought, performance, and self-reflection). However, despite these positive outcomes, several suggestions for future research are proposed, taking into account the study's limitations.