<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Demir Evcimen, F. B.</style></author><author><style face="normal" font="default" size="100%">Ulukaya Öteleş, Ü.</style></author><author><style face="normal" font="default" size="100%">Erol Koçoğlu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF CRITICAL THINKING PRACTICES ON DIGITAL FOOTPRINT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">digital footprint</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">social studies teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4499558</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Individuals equipped with critical thinking skills are capable of evaluating the consequences of their actions in digital environments and ensuring their personal safety while actively using technology. This study aims to examine the impact of critical thinking practices on reducing the digital footprints of prospective teachers. The research was designed as a quasi-experimental study with a pretest-posttest control group model. The study group consisted of 66 pre-service teachers enrolled in the fourth year of the Social Studies Teacher Education Program in Türkiye during the fall semester of the 2022–2023 academic year. Over a five-week implementation period, the experimental group (n=32) received critical thinking instruction aimed at minimizing digital footprints, while the control group (n=34) continued with the standard curriculum. Data were collected using the &quot;Survey on Higher Education Students' Use of Digital Media,&quot; a semi-structured interview form, and a peer assessment form, all developed by the researchers. The findings revealed a statistically significant improvement in the experimental group regarding digital footprint reduction. Additionally, data obtained from the peer assessments and interviews supported the quantitative findings, demonstrating the positive impact of critical thinking practices. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">306-322</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ulukaya Öteleş, Ü.</style></author><author><style face="normal" font="default" size="100%">Demir Evcimen, F. B.</style></author><author><style face="normal" font="default" size="100%">Erol Koçoğlu</style></author><author><style face="normal" font="default" size="100%">Kübra Melis Avcu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF PRACTICES IN THE EDUCATION PROCESS IN THE CONTEXT OF AGENDA SETTING THEORY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Agenda setting</style></keyword><keyword><style  face="normal" font="default" size="100%">educational practice</style></keyword><keyword><style  face="normal" font="default" size="100%">phenomenological design</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1723303319.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In today's world, where the internet-based digitalization process has gained momentum, increasing the quality of learning in the educational process can be achieved by associating the transferred achievements with current topics and news in written and visual media by the teacher of the course, thus increasing the attention level of the learners in the learning environment. This situation, which shows the impact of the agenda on the educational process, increases the awareness level of the learners regarding the time period in which they live, the environment and the events that occur. In this direction, this study aimed to identify and evaluate the practices in the education process in the context of agenda setting, in line with teachers' opinions. This study, which was carried out with the phenomenology pattern, one of the qualitative research methods, was conducted with 30 teachers working in public schools. The data of the research were collected with a semi-structured interview form. The data obtained was analyzed with content analysis. As a result of the study, it was determined that the practical reflections of the activities prepared by the teachers based on the agenda setting theory were not sufficient in the context of learning.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">561-572</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Erol Koçoğlu</style></author><author><style face="normal" font="default" size="100%">Şule Egüz</style></author><author><style face="normal" font="default" size="100%">Kübra Melis Avcu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PRESERVATION OF CULTURAL HERITAGE IN THE CONTEXT OF TOURISM: THE ROLE OF SOCIAL STUDIES EDUCATION IN TÜRKIYE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cultural heritage and tourism</style></keyword><keyword><style  face="normal" font="default" size="100%">culture and heritage</style></keyword><keyword><style  face="normal" font="default" size="100%">preservation of cultural heritage</style></keyword><keyword><style  face="normal" font="default" size="100%">social studies education</style></keyword><keyword><style  face="normal" font="default" size="100%">Turkey’s cultural heritage</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1734858138.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Türkiye is a region that bears the traces of many different civilizations from the past to the present. This diversity has endowed the country's culture with a deep and rich dimension. This study examines the role of social studies education in the preservation of cultural heritage in Turkey and its relationship with tourism. The aim of the research is to reveal the potential contributions of social studies education to the sustainability of cultural heritage and the development of tourism by evaluating its impact on students. Conducted within the framework of a qualitative research design, the study involved a comprehensive literature review and an analysis of the 2005 and 2018 social studies curricula for grades 4, 5, 6, and 7. The findings indicate that social studies education provides students with significant awareness regarding the preservation of cultural heritage in Turkey and its integration with tourism. Furthermore, this research emphasizes the educational role of social studies education in the context of preserving cultural heritage and the sustainability of tourism. These findings may contribute to shaping educational policies in Turkey and other countries in this direction.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">851-868</style></section></record></records></xml>