This study examined the data related to the novice teachers' self-efficacy beliefs and their performance in the classroom. The researcher collected both qualitative and quantitative data for this study. According to the findings, teacher self-efficacy beliefs of the novice teachers were found to be at a sufficient level.

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For the success of inclusive education it is not enough for teachers to know only subject-matter knowledge. Teachers also should have a positive attitude towards students with special needs. The main purpose of this study is to examine the attitudes of the prospective teachers to the inclusive education who are studying in the Atatürk Teacher Training Academy (ATTA). Explanatory mixed method was used in the research. Quantitative data of the study were collected from ninetynine teacher candidates and the qualitative data were collected form ten teacher candidates. Attitudes Toward Inclusion Education (ATIE) scale and a form consisting of open-ended questions were used as data collection tools. The quantitative data of the research were analyzed using independent groups t test, the qualitative data were analyzed descriptively. According to the results of the research, there were significant differences in the ATIE scores of the prospective teachers in terms of gender and the number of special education courses they received, the condition of receiving special education courses and the variables of being in need of special education need in the close vicinity. In the analysis results of qualitative data, the prosproctive teachers determined that the most important benefit of inclusive education is socialization.

The COVID-19 pandemic has disrupted education systems in educational environments, especially in universities. In some educational institutions, including Eastern Mediterranean University, the decision was made to replace face-to-face learning with online learning to ensure the health of students and instructors. It is necessary to find out how a transition would impact the education quality and what the feedback will be among students. This study examines the level of satisfaction with the current online learning platforms, students’ preference between face-to-face and online learning, and the students’ continuous intention to use online learning. Students’ academic performance during the two years of the Covid-19 pandemic era and the two years before the Covid-19 pandemic era are compared together in this research to examine the change in their academic performance outcomes. To collect data, a cross-sectional study was conducted. A total of 1087 participants fully responded to the online survey. The findings of this study provide strong support for online learning against face-to-face learning. The evaluation of students’ academic performance showed a very slight drop, which showed that the level of satisfaction of students from online learning might not be linked to their academic achievements. The results of this study can help educational environments to improve the situation of online education, and policymakers will have a good view of students’ acceptance and satisfaction with online learning.