The COVID-19 pandemic has had an impact on people's social interaction and has brought changes on education, environment and economy. COVID-19, which affects every aspect of life, has produced results that require re-evaluating the perspective on education. Distance learning, digital learning, e-learning has reshaped education in many ways. There can be a chance of the pandemic in the digital age to turn into an advantage for the education sector. In this period, it can be said that those who have high interest in technology move more easily in distance education and e-learning processes. In this context, expressing the best skills in the digital age, it was thought that the concept of digital citizenship would have positive effects on e-learning. This study is a relational survey and tested by establishing a relationship between digital citizenship and e-learning. The study was conducted among higher education students. It has been observed that there is a positive relationship between digital citizenship behaviors and e-learning attitudes. In addition, it has been observed that the negative anxiety of students due to the pandemic is reflected in their e-learning processes. However, overall results show that digital citizenship behavior digital learning process could be a positive response to COVID-19 closure period.

During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching processes in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technology integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies.

In order for a smooth and problem-free transformation to take place in a digitalizing education system, efficient management is needed. Thus, educational managers need to improve their skills and develop behaviors suitable for taking education systems into the digital age. Social networks enable leaders to become digital citizens by embracing and implementing "Open Leadership". Acceptance of technology and self-efficacy in technological leadership are both seen as factors that can have positive or negative influences on the new leadership styles. This study aims to investigate the relationship between open leadership, digital citizenship, technology acceptance and self-efficacy in technological leadership. Working with a group of 153 education managers, the research was conducted using a relational screening model. Following multiple regression analyses, it was found that technology acceptance and self-efficacy in technological leadership positively influences digital citizenship at medium level and that self-efficacy in technological leadership and digital citizenship positively influences open leadership.

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The aim of this study was to assess the relationship between teachers’ organizational commitment, job satisfaction and whistleblowing behaviors and to evaluate their contribution to sustainability in education. The study consisted of a total of 4108 teachers who worked at primary and secondary schools during the 2018–2019 academic year in the Çankaya district of the Ankara province. The sample comprised of 601 teachers who were selected through a simple random sampling method. The organizational Commitment Scale (OCS), the Job Satisfaction Scale (JSS) and the Whistleblowing Scale were used as the data collection tools in the study. For the analysis of the data, SPSS 18.0 and LISREL 8.80 statistical package programs were used. Descriptive statistics on variables were performed on SPSS program and the testing of the model in which the effects of job satisfaction on whistleblowing and organizational commitment on job satisfaction were studied was carried out using path analysis technic in LISREL 8.80 program. According to the results of the study, there was a moderate level of positive and significant relationship between organizational commitment and job satisfaction. There was also a moderate level of positive and significant relationship between organizational commitment and whistleblowing behaviour. A low level of negative significant relationship was found between job satisfaction and whistleblowing. As the teachers’ organizational commitment increased, their job satisfaction and whistleblowing behaviours also increased. However, as their job satisfaction levels increased, their whistleblowing behaviours decreased. In this regard, it can be concluded that sustainability in educational institutions can be ensured by increasing the level of organizational commitment.