Aksakalli, Ayhan2026-02-282026-02-2820252148-75102148-7758https://doi.org/10.17556/erziefd.1700221https://search.trdizin.gov.tr/tr/yayin/detay/1360985https://hdl.handle.net/20.500.12403/5219This study examines how quantum metaphors such as wave-particle duality, observer effect, uncertainty principle, and superposition reframe the ontology of the learner in educational contexts. Using interpretative phenomenological analysis, the research explores how fifteen undergraduate physics students perceive their learning experiences through these metaphors. Findings reveal that learners do not possess fixed, measurable identities. Instead, they emerge as fluid, relational beings whose subjectivities are continuously shaped by contextual interactions. Wave-particle duality highlights the fragile multiplicity of student identity, while the observer effect shows how pedagogical environments reconstruct self-perception through observation. The uncertainty principle reflects students' epistemological disorientation and ontological instability, and superposition reveals the coexistence of conflicting roles and desires. The study critiques traditional assessment practices that reduce learners to standardized outcomes, advocating for formative and process-centered evaluations that acknowledge complexity and becoming. Through the notion of quantum pedagogy, the research proposes a dynamic, observer-dependent understanding of learner subjectivity. Ultimately, quantum metaphors are positioned not merely as explanatory devices but as critical tools for reimagining pedagogical existence, offering a framework attuned to the complexities of contemporary education.eninfo:eu-repo/semantics/openAccessContextual learningeducational ontologypedagogical subjectivityquantum metaphorsstudent identityArticle27339540810.17556/erziefd.17002211360985