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<p style="text-align:justify">Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21^st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.</p>

This study aimed to investigate not only the level of faculty members' views on job satisfaction and their perceptions of organizational politics but also the relationship between their job satisfaction and perceptions of organizational politics. The study intended to examine how well faculty members' job satisfaction can predict the perceptions of organizational politics as well. The descriptive relational survey model dominated the research. The study group consisted of 240 faculty members who work for 7 state and 7 private universities located in Ankara city. Data were collected using the Job Satisfaction Scale for Academicians (JSSA), and Perceptions of Organizational Politics Scale (POPS) Questionnaire along with a demographic information form developed by the researchers. Data were collected in September and October in 2019. Descriptive statistic (mean, standard deviation), reliability (Cronbach's Alpha coefficient), correlation (Pearson coefficient) and Multiple Linear Regression were used to analyze the data. SPSS v. 23 was referred to in doing so. The main findings indicated that the faculty members' job satisfaction total and nature of the job sub-dimension scores were at a very high level while organizational policy sub-dimension scores were high. Faculty members' scores on "Go along to get ahead" were the highest and they appeared uncertain about "General political behavior" and "Honesty / Work ethics". The JSSA subscales were moderately and positively correlated with the POPS subscales. The regression result demonstrated that the JSSA's intrinsic and extrinsic job satisfaction dimensions significantly and positively predicted the POPS subscales.

We analyzed the links between access to higher education, exams, and equity in education in Türkiye. Next, we made numerous recommendations and referred to a phenomenon: ”The Magnus Effect” to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.