درخت حوزه‌های تخصصی

Purpose: The COVID-19 pandemic has had significant effects and outcomes on primary education. Therefore, the aim of this study was to understand teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools. Methodology: This qualitative study was phenomenological in nature. The research population consisted of elementary school teachers in Zanjan County, from which 24 were selected as samples through purposive sampling based on the principle of theoretical saturation. The samples were subjected to semi-structured interviews, the validity of which was confirmed through triangulation and the reliability was calculated as 0.88 using the intercoder agreement coefficient. Data analysis of the present study was conducted using thematic analysis in MAXQDA software. Findings: The results of this study indicated that understanding teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools consisted of 14 sub-themes under 2 main themes. The main theme of the virtualization of education included 9 sub-themes: deficiencies in facilities and infrastructure, lack of information and experience among teachers, decreased quality of learning, increased stress among families, behavioral and psychological problems of students, health and physical problems of students, economic problems, educational gaps, and the organization of psychological strengthening courses. The main theme of developing new policies and strategies in education and teaching included 5 sub-themes: a new approach to modern education, new policies in school development, new strategies in teacher training, new work procedures and goals, and the integration of technology in the workplace and life. Conclusion: According to the results of this study, it was determined that COVID-19 opened a new window for the education system to adjust and change educational policies and develop the necessary infrastructure to improve the quality of education.

This article analyzes the transformation of Turkish foreign policy towards the Middle East during the turbulent years initiated with the Arab Spring. In due course, Turkish policy considerably shifted from proactive engagement with the region in the early 2000s to a bid to leading regional transformation, particularly in the initial years of the Arab Spring. However, the reversal of the Arab Spring increasingly presented a blowback for Türkiye’s regional engagements. The ensuing regional insecurity resulted in a realist turn in Turkish foreign policy, with frequent resort to military instruments and coercive diplomacy. Eventually, regional policies of Türkiye corresponded to the search for de-escalation and normalization within the emerging Middle Eastern order since 2020. The article argues that changing regional dynamics corresponding with domestic conditions influenced and shaped Türkiye’s policies towards the Middle East. Recently, under the impact of the regional-systemic pressures coupled with changing domestic conditions, recalibrating its regional engagement, Türkiye has prioritized the normalization agenda. It argues that while normalization agenda will remain an important objective for Türkiye’s regional policies, it will evolve in a partial manner, and case-by-case, conditional on the unfolding regional order and Ankara’s strategic priorities.

The increasing digitalization of society has amplified the digital divide, particularly affecting the elderly population. As life expectancy rises globally, integrating older adults into the digital world is essential to promoting social inclusion, reducing isolation, and enhancing personal independence. This article investigates the potential of media literacy as a solution to improve IT skills among elderly individuals. Media literacy encompasses not only the technical ability to use digital tools but also the critical skills necessary to work with and evaluate digital information responsibly. The study examines barriers such as limited prior exposure to technology, cognitive decline, and socio-economic constraints, which hinder older adults’ ability to acquire IT competencies. It also explores successful interventions, including community-driven workshops, adaptive learning programs, and intergenerational training models designed to meet seniors' unique learning needs. Findings suggest that media literacy-based IT training enhances both digital proficiency and social participation among older learners. The article concludes with practical policy recommendations aimed at integrating media literacy into national education programs targeting the elderly. Future research should focus on cross-cultural evaluations of media literacy initiatives and long-term impacts on seniors' quality of life in an increasingly digital world.