In this study, it was aimed to examine the relationship between social studies teacher candidates’ attitudes towards information and communication technologies and their digital literacy. The population of the study consists of teacher candidates studying at the faculty of education in a state university in the 2024-2025 academic year. The sample of the study consisted of a total of 112 social studies teacher candidates studying in the grades 1, 2, 3 and 4 determined by convenience sampling method. In the research, data were obtained using the “Information and Communication Technologies (ICT) Attitude Scale” and “Digital Literacy Scale”. In the analysis of the data, independent samples t-test was used to determine whether the scale scores showed significant differences according to gender and internet usage time, and one-way ANOVA was used to determine whether the scale scores showed significant differences according to the grade level of education and level of interest in technology. Pearson correlation analysis was used to determine whether there was a significant relationship between scale scores. It was determined that there was a significant, positive and high level relationship between social studies teacher candidates’ attitudes towards information and communication technologies and their digital literacy levels. In the faculties of education, elective courses for the development of ICT and digital literacy for prospective social studies teachers can be added to the program. The content of the courses and the materials used in the courses can be enriched in terms of ICT, digital materials and web 2.0 tools can be used more.

The use of mass media for educational purposes has become a widespread approach in the world. It can be said that one of the mass media that has an important place in children’s world is television. Television attracts children’s attention in many ways with the content it broadcasts. One of the remarkable elements of television for children is cartoons. It is known that cartoons have an important place in the education of children with their educational feature as well as entertaining. It is thought that cartoons can be used in teaching the subjects of the life science course in the first three grades of primary school and will be useful. In this context, the aim of the research is to determine which cartoons can be used in teaching the subjects in the life science course curricula. The research was conducted with a case study, which is one of the qualitative research methods and is among the descriptive research methods, and the data were analyzed through document analysis. The source of the data was the cartoons on the official TRT Çocuk YouTube channel. The findings of the research show that the cartoons have an appropriate and positive content in terms of life science course subjects, and that role models that children can take as an example are exhibited in the cartoons. It is recommended that scenes related to life science course subjects in cartoons should be utilized as an alternative method in the education process.

The aim of this study is to analyze Ancient Greek tragedy texts in terms of citizenship. For this purpose, tragedy texts written by Euripides, Aeschylus and Sophocles were analyzed. The research was designed within the scope of qualitative research and the data were obtained through document analysis. The data obtained from the research were analyzed with the content analysis technique. The results obtained in the research results are as follows: In the Ancient Greek tragedy texts, patriotism was found to be the most important value that citizens should have, while hard work, gender equality, cleanliness, thrift and animalism were found to be the least important. The skills that citizens should possess in the texts are critical thinking, self-control, decision-making, legal literacy, political literacy, leadership, and at the least, recognizing stereotypes and prejudices, perceiving change and continuity, discussion and using evidence. As for the duties and responsibilities that citizens should have in Ancient Greek tragedy texts, the most important ones are: putting one's homeland above everything else, then being able to find solutions to the problems of the people and protecting the people, being courageous, being responsible, and the least important ones are obeying the law, being helpful, and military duty. In other studies to be conducted, countries can be examined comparatively in terms of citizenship with the concept of citizen in the current education systems and Ancient Greek tragedy or different texts that may be related to the past.

Citizenship is a status that enables individuals to become part of society through identity, belonging, rights and responsibilities. In the current century, citizenship has become a multifaceted concept and has begun to be addressed in a broad perspective from national to universal. It can be said that the role of education is significantly important in the process of raising qualified citizens needed on a national and global scale. As a matter of fact, every state creates citizenship education programs in order to ensure its continuity and to equip its individuals with citizenship skills. The first of these courses in Türkiye is the life science course, which is taught in the first three grades of primary education in order to introduce children to life and enable them to grow up as active citizens. In this framework, the aim of this study is to examine the learning outcomes in the 2024 life science course curriculum within the scope of citizenship approaches. The research was conducted with document review, one of the qualitative research designs. The data source of the study is the 2024 life science course curriculum. The data obtained from the curriculum were analyzed by document analysis. In the study, it was found that the most common citizenship approaches in the learning outcomes of the life science curriculum were social citizenship, national citizenship and scientific citizenship, while Turkic world citizenship, European Union citizenship, global citizenship, multilingual citizenship and multi/dual citizenship approaches were not included at all. Especially since raising global citizens is one of the objectives of the life science course, it can be suggested to include the global citizenship approach in the learning outcomes of the next curriculums.