Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG)

Message from the Editor

Prof.Dr. M. Engin DENİZ (Editor in Chief) — 2026-06-30

Message from the Editor

I am very pleased to publish first issue in 2026. As an editor of Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG) this issue is the success of the reviewers, editorial board and the researchers. In this respect, I would like to thank to all reviewers, researchers and the editorial board. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG), For any suggestions and comments on TIJSEG, please do not hesitate to send mail. The countries of the authors contributed to this issue (in alphabetical order): Cyprus, Ethiopia, Kenya, Lebanon, Nepal, Nigeria, North Macedonia, Philippines, and Turkey.

Prof.Dr. M. Engin DENİZ

Editor in Chief

The Complete Issue : volume 15 issue 1 2026

The Complete Issue : volume 15 issue 1 2026 — 2026-06-30

The Complete Issue : volume 15 issue 1 2026

PARENTAL PERSPECTIVES ON INCLUSIVE EDUCATION AND CHILDREN’S WELL-BEING: PARADOXES IN KOSOVO

Ilirjana GECI DESKU — 2026-06-30

Inclusive education is widely recognized as a key principle for promoting equal participation and well-being among children with disabilities; however, its implementation remains challenging, particularly in developing and transitional contexts. This study explores parental perspectives on school inclusion and the well-being of children with physical and sensory disabilities in Kosovo, using an ecological and bidirectional framework. A qualitative research design was employed, involving semi-structured interviews with 15 parents of children aged 8 to 15 attending mainstream schools, and data were analyzed using thematic analysis. The findings reveal that inclusion is experienced through interconnected tensions across structural, relational, and experiential dimensions, including gaps between policy and practice, tensions between care and reduced expectations in teacher practices, and contradictions between formal inclusion and experiences of difference in peer relationships. The study also identifies bidirectional dynamics, whereby children’s well-being shapes their social interactions, while relational experiences simultaneously influence well-being, creating both positive and negative cycles. Overall, inclusion emerges as a dynamic and context-dependent process, highlighting the need to move beyond access‑oriented approaches toward practices that support meaningful participation, relational belonging, and psychological well‑being.

Keywords: Inclusive education, well-being, children with disabilities, parental perspectives, paradoxes.

Ethics and Conflict of Interest

This study was conducted in accordance with established ethical principles for research involving human participants, including the Declaration of Helsinki. In the context of the authors’ institutions, formal ethical approval is not required for interview-based research of this nature. Participation in the study was voluntary, and all participants were informed about the purpose of the research, the nature of their involvement, and their right to withdraw at any time without any consequences. Written informed consent was obtained from all participants prior to data collection. Confidentiality and anonymity were strictly maintained throughout the research process. Personal identifiers were removed from the data, and codes (P1 to P15) were used in reporting the findings to protect participants’ identities. Audio recordings and transcripts were securely stored and accessed only by the researcher. The author declares that they acted in accordance with ethical rules in all processes of the research. The author declares that there is no potential conflict of interest in the work.

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EFFECTIVENESS OF COGNITIVE BEHAVIOURAL THERAPY (CBT) AND INTERPERSONAL THERAPY (IPT) ON PREGNANCY RELATED STRESS AMONG WOMEN IN SOUTHWEST NIGERIA

Mutiat Sola ASIYANBI — 2026-06-30

Pregnancy related stress (PRS), is negatively associated with pregnant women in southwest Nigeria. Pregnancy is a period of significant physiological, psychological, and social transformation in a woman’s life. This study, therefore, was carried out to investigate the effectiveness of cognitive behavioural therapy (cbt) and interpersonal therapy (ipt) on pregnancy-related stress among women in southwest, Nigeria. This study adopted a quasi-experimental pre-test, post-test, control group design. Sixty six participants were selected from pregnancy women in southwest using multi-stage sampling procedure. The ages of the participants ranged between 28 and 45 years with a mean of 28.88 years (SD= 8.46). Three hypotheses were tested using Analysis of Covariance. The findings revealed a baseline differences in pregnancy-related stress, women who received CBT had significantly lower post-intervention stress levels than those who did not receive any therapy. The partial eta squared (.192) indicates a large effect size, showing that CBT had a meaningful impact in reducing pregnancy-related stress. Also the study showed that IPT was effective in reducing pregnancy-related stress compared to the control condition. Lastly, there is a significant difference between CBT and IPT in terms of effectiveness, with CBT being superior. It is recommended that Government should employ more teachers in other to ease teachers’ workload and job related stress. Government should provide a stable environment in which teachers and pupils can experience the kind of continuity that promotes healthy development.

Keywords: Pregnancy, stress, cognitive behavioural therapy, interpersonal therapy, pregnant women, Southwest Nigeria.

Ethics and Conflict of Interest

The author(s) affirm that this study was conducted in strict adherence to established ethical standards governing research involving human participants. Informed consent was obtained from all participants, ensuring voluntary participation, confidentiality, and the right to withdraw at any stage without penalty. The research protocol was reviewed and approved by an appropriate institutional ethics committee. All procedures complied with principles of beneficence, non-maleficence, and respect for participants’ dignity. Furthermore, the author(s) declare unequivocally that there are no financial, professional, or personal conflicts of interest that could have influenced the study’s design, execution, or reporting.

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PSYCHOLOGICAL DISTRESS AMONG INCLUSIVE TEACHERS DURING COVID-19 IN SOUTH LEBANON

Faten Hussein FARDOUN — 2026-06-30

The COVID-19 pandemic had a profound impact on Lebanon's educational sector, leading to prolonged closures of schools and universities (Haigazian University, 2021). As a result, inclusive teachers teaching students with special educational needs and disabilities (SEND) in mainstream classrooms were required to rapidly adjust to emergency remote and hybrid teaching methods. This transition occurred with limited training or resources, making it particularly challenging to meet the needs of students with SEND. Consequently, teachers experienced increased workloads, which adversely affected their mental health and overall wellbeing (Ahmed, 2023). This research aims to evaluate the extent of psychological distress- specifically depression, anxiety, and stress- among inclusive teachers in private schools in South Lebanon after the reopening of schools during the 2021-2022 academic year amid the COVID-19 pandemic. A quantitative survey design was employed. Data were gathered from 88 participants using the Arabic-adapted version of the Depression, Anxiety, and Stress Scale [DASS-21] (Alharbi & Osman, 2024), with participants selected through stratified random sampling. Results revealed a general trend of normal psychological states among inclusive teachers. Nonetheless, 20.5% of the participants reported moderate anxiety. The study also provides recommendations, along with its limitations, and suggestions for future research.

Keywords: COVID-19, psychological distress, inclusive teacher, DASS-21, Lebanon.

Ethics and Conflict of Interest

The authors of the study acted in accordance with ethical rules in all processes of the research. There are no individuals or financial relationships that could be perceived as potential conflicts of interest related to this study.

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THE USE OF EDUCATIONAL TECHNOLOGIES BY ADMINISTRATORS AND TEACHERS WORKING IN SPECIAL EDUCATION CENTERS IN THE AGE OF DIGITALIZING EDUCATION: EXAMINING THEIR ATTITUDES TOWARD EDUCATIONAL DIGITAL GAMES

Yücehan YÜCESOY — 2026-06-30

The digital transformation experienced in the twenty-first century has profoundly affected education systems and led to the restructuring of instructional processes. While educational technologies make learning environments more flexible, accessible, and personalized, this transformation becomes even more pronounced in the field of special education. In the context of special education where individual differences are intense educational digital games and technology-supported instructional practices stand out as important pedagogical tools that support the learning process. The aim of this study is to examine the attitudes of special education teachers and administrators toward educational digital games within the context of their use of educational technologies in the age of digitalizing education. In the study, teachers’ and administrators’ attitudes toward technology and digital games were addressed through a holistic approach, encompassing pedagogical and managerial dimensions. The results show that special education teachers and administrators generally have positive attitudes toward educational technologies and educational digital games. However, these attitudes appear to be related to factors such as pedagogical competence, professional experience, and the level of institutional support. It was concluded that educational digital games support the learning processes of individuals with special needs through features that increase motivation and provide repetition and feedback. In this respect, the study contributes to the literature by addressing technology use in special education not only through individual attitudes but also through pedagogical and managerial dimensions.

Keywords: Special education, educational technologies, educational digital games, teacher attitudes, administrator attitudes, digitalization.

Ethics and Conflict of Interest

The authors declare that ethical guidelines were followed throughout the research process. Participation was voluntary, informed consent was obtained from participants, confidentiality and anonymity were protected, and the collected data were used only for scientific purposes. The authors also declare that there is no conflict of interest regarding this study.

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PEER INFLUENCE, SOCIAL-MEDIA AND CYBERCRIME AMONG IN-SCHOOL ADOLESCENTS IN OYO STATE NIGERIA

Augusta Nkem MOLOKWU — 2026-06-30

This study examined the impact of social media use and peer pressure on the engagement of in-school adolescents in cybercrime in Oyo State, Nigeria in an attempt to fill a crucial knowledge gap. Data from 400 secondary school students were gathered for the study using validated questionnaires and a cross-sectional survey approach. The study was guided by a single research question and two hypotheses, and the data were analysed using multiple regression, descriptive statistics, and a population t-test. Cybercrime engagement was high, according to the results (Mean=25.80, SD=9.20; t(399)=31.47, p<.05). Furthermore, social media use and peer pressure together predicted up to 41.6% of the variation in cybercrime involvement (R²=.416). Peer pressure was found to be a more powerful predictor than social media usage (β=.236, p<.05) based on an analysis of their relative influence (β=.531, p<.05). The study concludes that peer pressure is the major determinant of adolescent’s cybercrime, though both variables are responsible. To promote resilience against these social influences, recommendations made include improving digital literacy instruction and putting peer-oriented cyber-ethics programmes into place in secondary schools in Oyo State.

Keywords: Cybercrime, peer influence, social media, in-school adolescents.

Ethics and Conflict of Interest

The authors declare that ethical guidelines were followed throughout the research process. We make clear that the views and findings expressed in the study are solely those of the authors. The authors also declare that there is no conflict of interest regarding this study.

REFERENCES

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Ayodele, A., Oyedeji, J. K., & Badmos, H. O. 2022. Social construction of internet fraud as innovation among youths in Nigeria. International Journal of Cybersecurity Intelligence & Cybercrime, 5(1), 23-42.

Ayoola, D. E. 2021. Practice of sexting and its associated sexual risks among in-school adolescents in Oluyole Local Government Area, Oyo State (Publication No. 123456789/1523) [Doctoral dissertation], University of Ibadan. Institutional Repository. http://41.184.122.20/handle/123456789/1523

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Joshua, V. A., Usman, M. B., & Oguche, T. E. 2024. Influence of social media and peer group on maladaptive behaviour among secondary school students in Federal Capital Territory, Abuja. International Journal of Advanced Academic Research, 10(10), 139-154.

Lala, A. J. (2022). Ethical behaviour and the use of social media by undergraduates, University of Ibadan. Library Philosophy and Practice, A-37.

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THE LINK BETWEEN TEACHERS’ LEISURE SKILLS AND ORGANIZATIONAL HAPPINESS

Özden ÖZTÜRK — 2026-06-30

This study examines the relationship between teachers’ organizational happiness levels and their leisure skills. A quantitative correlational survey design was employed. The study population comprised 5,467 public school teachers working in Çanakkale province during the 2023–2024 academic year. The sample consisted of 480 teachers selected through convenience sampling. Data were collected using the Leisure Skills Scale (Sürücü & Ertan, 2020) and the Organizational Happiness Scale for Teachers (Çakır & Yavuz, 2022), and analyzed using SPSS 26. Findings revealed a positive, statistically significant, albeit modest correlation between the two variables (r = .22, p < .001). The regression model indicated that leisure skills explain 4.6% of the variance in organizational happiness (R² = .046, F(1, 478) = 23.25, p < .001). It is recommended that in-service training programs and social activities supporting leisure skills be expanded.

Keywords: Leisure skills, organizational happiness, PERMA model, serious leisure.

Ethics and Conflict of Interest

The authors declare that ethical guidelines were followed throughout the research process. The authors also declare that there is no conflict of interest regarding this study.

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INDUSTRY 4.0 READINESS OF TVET INSTITUTIONS IN SUB SAHARAN AFRICA: A COMPARATIVE ASSESSMENT OF CURRICULUM ALIGNMENT, INFRASTRUCTURE, AND INSTRUCTOR COMPETENCIES

Philiph Kipkosgei SAINA — 2026-06-30

The rapid uptake of Industry 4.0 technologies across African manufacturing, agribusiness, and logistics sectors has created an urgent question that TVET systems have been slow to answer: are technical training institutions prepared to produce the kind of graduates that these sectors now require? This article presents findings from a comparative institutional assessment conducted across forty-two TVET institutions in Kenya, Ghana, and Nigeria. The study evaluated readiness across three core dimensions — curriculum alignment with Industry 4.0 competency requirements, physical and digital infrastructure availability, and instructor technical competency in automation and digital production systems. A composite Industry 4.0 Readiness Index was constructed using institutional survey data, a practical instructor skills assessment, classroom observation, and structured interviews with 186 instructors and 312 recent graduates. The mean readiness score across the sample was 31.4 out of 100. Urban flagship institutions averaged 47.2 while rural and community-based colleges averaged just 19.6. Curriculum misalignment is the single largest contributor to the readiness gap, followed by instructor competency deficits and infrastructure shortfalls. The findings indicate that conventional curriculum revision processes are far too slow for the pace of Industry 4.0 change, that instructor retraining needs are significantly underestimated in national TVET plans, and that geographic concentration of adequately resourced institutions is producing a two-tier training system that risks deepening existing inequalities. The paper draws on these findings to offer a set of specific and actionable policy recommendations for TVET authorities, ministries of education, and development partners operating in the Sub-Saharan context.

Keywords: Industry 4.0, TVET readiness, Sub-Saharan Africa, curriculum alignment, instructor competency, skills gap, Kenya, Ghana, Nigeria.

Ethics and Conflict of Interest

Ethical approval was obtained from the University of Eldoret Research Ethics Committee prior to data collection. Informed written consent was obtained from all individual participants. All institutional data are reported in aggregate form to preserve confidentiality. The author confirms that artificial intelligence tools were used solely for the purposes of language editing, grammar checking, and formatting during the preparation of this manuscript. All research design, conceptualisation, data collection, analysis, interpretation of findings, and the intellectual content of the article are the original work of the author. No AI tool was used to generate or fabricate research data, statistical results, or substantive arguments. The author accepts full responsibility for the integrity and accuracy of all content presented in this article. The author declares no competing interests in relation to this work.

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TRENDS IN ADULT EDUCATION RESEARCH IN TURKIYE: A DESCRIPTIVE SYSTEMATIC MAPPING REVIEW OF GRADUATE THESES (2023–2026)

Mustafa KAPLAN — 2026-06-30

This study presents a descriptive systematic mapping review of graduate theses produced in the field of adult education in Türkiye between 2023-2026. Data were collected from the National Thesis Center of the Council of Higher Education (YÖKTEZ) and reviewed using a PRISMA-guided selection process. A total of 273 theses were chosen and analyzed using a coding form developed by the researchers. Thematic categories were formed through content analysis, and the study primarily employed a quantitative descriptive approach based on frequency and percentage distributions. The findings reveal that thesis production in adult education remained high and stable during the study period. The field remains concentrated in a limited number of institutions, and most theses were produced outside dedicated adult education programs, which reflects an increasingly interdisciplinary nature. Qualitative and quantitative approaches were employed at comparable rates, indicating a shift from the quantitative dominance reported in earlier reviews. Correlational designs, case studies, scales, and interviews were the most frequently used methodological tools. Thematically, lifelong learning dispositions, competencies, and attitudes constituted the dominant focus, followed by adult education programs and digital learning. However, theoretical studies, andragogy, and research involving marginalized groups remained limited. The study offers an updated overview of the field in Türkiye and points out important gaps for future research.

Keywords: Adult education, lifelong learning, graduate theses, systematic mapping review, descriptive analysis, Türkiye.

Ethics and Conflict of Interest

The authors declare that this study was conducted in accordance with ethical principles. Since the study is based exclusively on publicly accessible master's and doctoral theses retrieved from the National Thesis Center database, ethics committee approval was not required. The authors declare no conflict of interest.

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EXPLORING THE IMPACT OF INTEGRATING GITA'S EDUCATIONAL PHILOSOPHY INTO THE SCHOOL CURRICULUM ON STUDENT HOLISTIC DEVELOPMENT

Rajendra KUNWAR — 2026-06-30

This study explores the impact of integrating the educational philosophy of the Gita into the school curriculum on holistic student development. It aims to shed light on the key aspects of student development that can be fostered through the integration of Gita teachings into the school curriculum. The study adopts an exploratory content analysis method. The findings reveal that the Gita emphasizes the importance of self-realization, self-discipline, and selfless action, which have the potential to contribute to holistic student development. The Gita promotes a comprehensive understanding of education that encompasses intellectual, moral, emotional, and spiritual aspects. This study examines how studying the Gita fosters purpose, resilience, and ethical values in students to promote holistic development. The Gita's teachings also offer guidance on cultivating qualities such as self-control, focus, determination, and compassion, which can enhance students' personal and academic achievements. Additionally, the Gita's emphasis on mindfulness and self-reflection can contribute to students' emotional well-being and mental health. The study concludes that integrating Gita teachings into the school curriculum has the potential to foster holistic student development across various dimensions. These findings provide insights for educators, curriculum designers, and policymakers interested in incorporating Gita's educational philosophy into the school system. Further research and practical implementations are warranted to explore the effectiveness and challenges associated with integrating Gita teachings into the curriculum and to assess their impact on student outcomes.

Keywords: Bhagavad Gita, educational philosophy, Hindu scripture, holistic development, school curriculum.

Ethics and Conflict of Interest

This article on the teachings of the Gita adheres to the principles of academic integrity, respect for diverse perspectives, and responsible interpretation of the scripture's teachings. The aim is to present a balanced and unbiased understanding of the Gita's ethical insights while promoting a spirit of open-mindedness and cultural sensitivity. The author declares that there is no potential conflict of interest in the work.

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EFFECTIVENESS OF SCHOOL-BASED ART INTERVENTIONS ON EXECUTIVE FUNCTION IN CHILDREN WITH ADHD:A SYSTEMATIC REVIEW

Vanessa Ann S. NIELES — 2026-06-30

Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with persistent executive function (EF) deficits that negatively affect children’s academic performance and behavioral regulation. Although pharmacological and behavioral interventions can reduce core ADHD symptoms, they do not consistently improve executive functioning. School-based art interventions have been suggested as complementary approaches that may support EF development. This systematic review examined the effectiveness of school-based art interventions in improving executive functioning among children aged 6–14 years diagnosed with ADHD. Following PRISMA 2020 guidelines, a comprehensive search of Pub Med, ERIC, PsycINFO, and Scopus identified studies published between January 2000 and February 2026. Eligible studies included empirical research investigating structured school-based art interventions with executive function outcomes. Thirteen studies met the inclusion criteria, including visual arts (n=4), music-based (n=3), drama/theater (n=3), and movement/creative arts (n=3) interventions. Visual arts interventions showed moderate improvements in inhibitory control and planning, while music-based interventions improved working memory. Drama and movement-based interventions demonstrated gains in self-regulation and cognitive flexibility, though results were mixed. Overall findings suggest that school-based art interventions may support executive functioning in children with ADHD; however, further large-scale and long-term studies are needed.

Keywords: ADHD, executive function, school-based art interventions, special education, systematic literature review.

Ethics and Conflict of Interest

The authors declare that ethical guidelines were followed throughout the research process. The authors also declare that there is no conflict of interest regarding this study.

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