The aim of the present study was to determine the views of classroom teacher candidates on education for sustainable development. In this research, phenomenology has been used as a qualitative research approach. For the purpose of this study, appropriate sampling was preferred from the purposeful sampling techniques. The study group included 30 classroom teacher candidates'. In the present study, data were gathered by interview technique. The semi-structured interview form developed by the researchers was used as data collection tool and the obtained data was described using the content analysis technique. It was determined that classroom teacher candidates had positive views on education for sustainable development in general. Teacher candidates stated that education for sustainable development should be given from the preschool period. In addition, teacher candidates participating in the research have been stated to be the most effective method of out-of-school trips. Some of the remaining participants expressed that drama might be effective methods of watching related videos.

The global education system has been significantly disrupted by COVID-19, and researchers are concerned with the impact this has had on students who have experienced learning loss. This study aims to systematically review the articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on learning loss experienced by students in early childhood during the COVID-19 pandemic between 2020 and 2023. We conducted a systematic literature review of 33 articles published in the Web of Science (WOS), ERIC and Google Scholar electronic databases between 2020 and 2023. The review found a significant increase in early childhood learning losses. In addition, the present study found an increase in inequality, while certain demographic groups experienced more learning loss than others.

The purpose of this research is to determine the views of teachers working in primary schools on philosophy education for children (P4C). For this purpose, the study was based on the phenomenology pattern, which is included in qualitative studies. It has benefited from the "purposive sampling" technique, which was determined in accordance with the purpose and method of the research. Since certain criteria are taken into account during the creation of the sample group in the research, the criterion sampling strategy will be used as the sampling strategy. Semi-structured interview, which is one of the qualitative data collection tools, was used to collect the data of the research. The questions (6) in the interview form were prepared by the researcher and given to field experts (2), branch teachers (2) and classroom teachers (2), and were brought into a state where they could be applied in line with the feedback received. The obtained data were analyzed with content analysis and findings and results were reached. According to the results of the research, primary school teachers stated that primary school students can do philosophy. It is thought that education with philosophy will enable children to develop their critical thinking skills, mental questioning skills and respect for different ideas. However, another result is the result about whether the students have the skills to philosophize.

The aim of this study was to examine the effects of drama activities on the achievement of primary school 4th grade students in Social Studies Course and the permanence of knowledge. For this purpose, exploratory sequential design, one of the mixed research methods, was used. The study was carried out in a primary school in Elazığ. In order to collect quantitative data, the "Social Studies Achievement Test" was applied to the participants. The pretest-posttest control group design was used in the quantitative part of the study. Qualitative data were collected through a semi-structured interview form applied after the application. In addition, student diaries were also used as a qualitative data source. The results revealed a significant difference in favor of the experimental group between the pretest and posttest scores between the groups in the Social Studies Achievement Test. In addition, there was a significant difference regarding the permanence of knowledge in favor of the experimental group. In addition, the qualitative findings also supported with the quantitative findings.

Alternative schools express all kinds of schools that offer experience unlike traditional schools and aim at the success and development of all students by addressing the individual needs and interests of the students with the alternative education models they bring. In this context, alternative schools that offer flexible and innovative programs try to solve the issues that classical schools ignore. The importance that alternative schools give to the individual differences of students increases the quality of the education provided. This study, which aims to reveal the status of these schools, which have a high contribution to education, from the past to the present, aims to make a compilation by examining the text. In line with this purpose, the conceptual definition of alternative schools, historical development, foundations and characteristics of alternative schools are included.