TOJNED - Volume 16 - Issue 2 - April 2026
ACCREDITATION OF FASHION DESIGN PROGRAMS IN HIGHER EDUCATION: A COMPARATIVE EVALUATION IN TERMS OF CRITERIA AND SECTORAL ALIGNMENT Tuğba ŞENER, Nurgül KILINÇ
Abstract:
The accreditation of fashion design programs in higher education is a critical mechanism for ensuring educational quality assurance, reinforcing alignment with industry expectations, integrating technological innovation and advancing sustainability. Beyond enhancing graduates’ employability, accreditation facilitates the continuous improvement of pedagogical practices and ensures that vocational education responds more effectively to the contemporary requirements of the fashion industry. This study aimed to examine the similarities and differences among international accreditation agencies that evaluate fashion design programs in higher education and assess the extent to which their accreditation criteria reflect and accommodate current developments within the fashion sector. A qualitative research design was adopted, employing document analysis. The sample comprised three accreditation organizations from different countries that accredit higher-education programs in fashion design. Documents published on the official websites of these agencies, including general accreditation standards, program specific criteria for fashion design, and detailed information on accreditation procedures, were analyzed. Through a comparative analysis, the alignment of the accreditation standards with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) was examined. Similarities and differences among accreditation frameworks were identified in relation to student-centred approaches, teaching and learning processes, program design, academic staff qualifications and standards concerning infrastructure and financial resources. The findings were discussed in terms of the capacity of existing accreditation frameworks to respond to the evolving industrial and societal demands of the global fashion industry. By making areas of convergence and divergence visible, this study seeks to contribute to ongoing discussions on quality assurance and accreditation in fashion design education.
ALIGNING INSTITUTIONAL POLICIES WITH THE SUSTAINABLE DEVELOPMENT GOALS: A DESCRIPTIVE ANALYSIS AND FRAMEWORK PROPOSAL Buket Karatop, Adem Akcakaya, Kubra Zayim Gedik, Mehmet Uzun, Umran Karakulak, Ebubekir Tahtaci
Abstract:
Institutional policies have evolved beyond being merely administrative documents regulating internal operations and have become key instruments that support governance quality and shape institutional strategic orientations. In this transformation process, the United Nations Sustainable Development Goals (SDGs) provide a globally recognized reference framework for institutions, emphasizing the need to address sustainability objectives in a holistic manner at the policy level. However, practical approaches for the systematic and structured integration of the SDGs into institutional policy documents remain limited.
This study aims to examine the alignment of institutional policy documents with the Sustainable Development Goals through a descriptive analytical approach and to propose an applicable framework for evaluating this alignment. The research was conducted using a descriptive, document-based methodology. A total of 28 institutional policy documents representing different functional areas of the organization were analyzed using an SDG–Policy Mapping Matrix developed specifically for this study. The results of the mapping process were evaluated through descriptive frequency analysis to reveal the distribution of SDGs across policy documents. The findings indicate that institutional policy documents can be associated with multiple SDGs simultaneously, reflecting a multidimensional relationship with sustainability objectives. In particular, SDGs related to governance, education, and health are more prominently represented in the policy documents, while some SDGs appear to be addressed to a limited extent. The proposed SDG–Policy Mapping Framework offers institutions a systematic tool to review policy documents from an SDG perspective, to make sustainability-oriented interconnections between policy sets more visible, and to structure policy development processes in a more integrated manner. In this respect, the study provides a practical contribution, especially for organizations with complex governance structures, such as higher education and healthcare institutions.
ASIA GEOPOLITICAL RIVALRY AND ITS IMPLICATIONS FOR SOUTHWESTASIA: STRATEGIC COMPETITION, REGIONAL SECURITY, AND EMERGING POWER DYNAMICS Nazirov Vagif Agabala
Abstract:
Asia has become one of the central arenas of contemporary geopolitical rivalry, driven by shifting power balances, economic interdependence, and strategic competition among major global and regional actors. This rivalry increasingly extends its influence beyond East and South Asia, significantly affecting the geopolitical landscape of Southwest Asia. The region’s strategic location, energy resources, and role as a crossroads of global trade routes make it particularly sensitive to external power competition. This study examines how Asia-centered geopolitical rivalries—primarily involving China, the United States, Russia, and emerging regional powers—shape security dynamics, political alignments, and strategic stability in Southwest Asia. Using qualitative geopolitical analysis and comparative assessment, the research highlights key mechanisms through which strategic competition influences regional security architectures, conflict patterns, and cooperation frameworks. The findings suggest that intensifying rivalry contributes simultaneously to new opportunities for regional diversification and to heightened security risks, underscoring the need for adaptive and inclusive regional strategies.
DATA-DRIVEN DECISION MAKING IN HIGHER EDUCATION INSTITUTIONS Durdana Aliyeva
Abstract:
This study examines the implementation and impact of data-driven decision-making in higher education institutions, emphasizing its role in enhancing student achievement, faculty performance and institutional governance. Contemporary higher education systems operate in dynamic economic, social and technological environments, requiring agile, transparent, and measurable management practices. DDDM, grounded in empirical data and analytical indicators, provides a strategic framework that supports sustainable institutional development and improves instructional quality. The study integrates theoretical perspectives, including learning analytics, predictive analytics and evidence-based management, with practical analyses conducted at a university branch. Data sources include student achievement metrics, faculty performance indicators, program effectiveness measures, graduate outcomes and social engagement statistics. Findings indicate that DDDM facilitates objective faculty evaluation, early identification of at-risk students, informed curriculum updates, and enhanced student satisfaction through systematic monitoring. While the approach presents challenges - such as data reliability, analytical errors, technological dependence and potential biases - appropriate risk management strategies, including quality assurance, analytical training, transparent processes, and technological investment, mitigate these concerns. The study concludes that DDDM represents a transformative management strategy that strengthens institutional resilience, promotes student-centered governance and enhances the overall quality of higher education. Future integration of artificial intelligence, predictive modeling, and automated monitoring systems is expected to further optimize decision-making efficiency and effectiveness.
ENHANCING ATTENTION AND EMOTIONAL SELF-REGULATION IN HYPERACTIVE STUDENTS THROUGH NEUROEDUCATIONAL APPROACHES Gular Nuriyeva
Abstract:
In modern education, student-centered approaches have become increasingly important, especially for learners with ADHD, for whom traditional methods often prove insufficient. Emotional regulation, sustained attention, and behavioral control in hyperactive children are closely tied to neurobiological processes, making neuro-pedagogical strategies particularly effective. This study aims to examine the role of neuro-pedagogical methods in developing attention and emotional self-regulation skills among hyperactive students.
Research shows that sensory activities, visual–kinesthetic techniques, gradual attention-shifting tasks, emotional reflection strategies, and brain-breaks significantly enhance behavioral regulation and motivation. When classrooms support emotional stability and positive interaction, students’ attention and self-control noticeably improve.
Neuro-pedagogy also enriches teachers’ reflective practice, reduces classroom stress, and supports individualized instruction. Overall, integrating neuro-educational approaches into teacher training and school practice is essential for promoting self-regulation, inclusivity, and enhanced learning outcomes for hyperactive learners.
INTERACTIVE AND COMPETENCY-BASED APPROACHES TO TEACHING PHYSICS IN SECONDARY SCHOOLS: STRATEGIES FOR DEEP CONCEPTUAL UNDERSTANDING Jalilova Sevinj Khazay
Abstract:
The fundamental laws of modern physics—quantum mechanics, classical thermodynamics, electromagnetism, and general relativity—serve as complementary frameworks that collectively explain the structure and behavior of the natural world. Despite their individual strengths, none of these laws alone can fully account for the complexity of multi-scale physical phenomena. This study provides a systematic and integrative analysis of how these laws operate across different energy regimes, spatial scales, and physical conditions. Using a multi-method approach that includes comparative theoretical mapping, scale-dependence analysis, and hybrid-model synthesis, the research identifies the explanatory boundaries of each law and the conditions under which their predictions converge or diverge. Findings demonstrate that quantum mechanics dominates microscopic domains, yet fails to describe macroscopic irreversibility without thermodynamic integration. Similarly, classical electromagnetism accurately models field interactions but becomes incomplete near relativistic or quantum limits. General relativity explains gravitational curvature on cosmic scales but lacks the ability to predict singularity behavior without quantum corrections. Cross-analysis of these limitations shows that many modern physical problems—black hole thermodynamics, superconductivity, quantum gravity, and early-universe evolution—require unified models in which quantum, thermodynamic, electromagnetic, and relativistic principles operate simultaneously. This study concludes that the future of theoretical physics depends on building coherent hybrid frameworks capable of integrating these foundational laws. Such an approach not only enhances the explanatory power of physics but also supports advancements in quantum technologies, materials science, cosmology, and high-energy physics. The research thus provides both a conceptual foundation and methodological pathway for developing next-generation unified physical theories.
INTERDISCIPLINARY PEDAGOGICAL APPROACHES IN STEAM EDUCATION: DEVELOPMENT OF 21ST CENTURY SKILLS AND EFFECTIVE TEACHING STRATEGIES Matanat M. Asgarova
Abstract:
This article examines the theoretical foundations of STEAM education, the evolution from STEM to STEAM, and the role of interdisciplinary pedagogical approaches in fostering 21st-century skills. Building on the “Foundations of Effective Teaching” perspective (Asgarova, 2024), the literature review synthesizes international research on problem- and project-based learning, inquiry-based learning, design thinking, experiential learning, and collaborative learning as core constructivist strategies within STEAM. These approaches are shown to support critical thinking, creativity, communication, and collaboration by engaging students in authentic, real-world problem solving that integrates scientific inquiry with artistic and humanistic perspectives. The review also highlights how the inclusion of the arts transforms STEM into a holistic pedagogical philosophy that links disciplinary knowledge to societal challenges, sustainable development, and learners’ personal meaning-making. Particular attention is given to the emerging role of Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR), and computational thinking in STEAM contexts, as well as to teacher preparation, professional development needs, and classroom-management challenges that shape implementation. On this basis, the paper proposes a conceptual STEAM framework in which art-infused, technology-rich, student-centred learning environments are central to developing adaptable, innovative, and ethically responsible citizens. The conclusion formulates implications for curriculum design, teacher education, and educational policy, and identifies priorities for future research on AI-integrated STEAM pedagogy.
MODERN PEDAGOGICAL APPROACHES AND PROSPECTS FOR THE DEVELOPMENT OF EDUCATIONAL QUALITY Elmira Maharramova
Abstract:
In the modern era, globalization, technological innovations, and the abundance of information place new demands on the education system. Education is not only a means of transferring knowledge, but also one of the main conditions for the development of personality, social adaptation, and the formation of creative and innovative thinking skills. In this regard, improving the quality of education has become an important statement of the strategic development of society. Improving the quality of education is possible through the application of scientific approaches rather than traditional approaches development. In Western pedagogical thought, issues of educational quality are studied on the basis of systems theory, a results-oriented approach, and
innovative technologies. A number of studies have been conducted on this topic in Azerbaijan, and quality improvement has been identified as one of the main goals of education reform. However, a systematic analysis of scientific approaches in existing. Extensive research has been conducted in various countries on the quality of education and its studies and determination of their development prospects still require extensive scientific development.
The quality of education refers to the compliance of the educational process with the goals, the scientific basis of the content, and the effectiveness and sustainable development as a result of the interaction between teachers and students. According to modern scientific approaches, the main indicators that determine the quality of education are:
ROLE AND APPLICATIONS OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION Jabrayilova Susan Eyvaz gizi
Abstract:
The aim of this article is to explore the role and applications of artificial intelligence (AI), especially Generative AI and Large Language Models, in higher education. The study analyzes the opportunities and challenges of AI in teaching, learning, assessment, research, and institutional governance based on a literature review and real-world examples. The results show that AI provides personalized learning paths and real-time feedback for students, facilitates lesson planning and assessment for teachers, and provides data analysis and academic writing support for researchers. However, irresponsible use of AI can pose risks in terms of academic integrity, creativity, memory, and critical thinking skills. The article also emphasizes the importance of AI literacy; students should master technical and ethical skills to use AI tools responsibly and effectively. As a result, the successful integration of AI in higher education should be based on not only technological, but also pedagogical and ethical principles. The article shows that AI is important not only as a strategic tool in the future of higher education, but also as a platform that supports democratic knowledge production.
STRATEGY FOR USING INTERACTIVE TEACHING METHODS IN UNIVERSITY EDUCATION AND THEIR SUITABILITY/APPROPRIATENESS LEVEL FOR COURSES Eyvaz Eminaliyev Mahammadali oglu, Turkan Huseynova Fazil gizi
Abstract:
The main purpose of writing this article is to examine modern innovations in higher education, which is the main part of the education system, to determine the rules for using them in lecture and seminar classes, and to determine the use of a more appropriate, appropriate interactive method for each lesson. For this, the comparative research method was used as a basis, the national and world higher education systems were examined, and their mutual, comparative study was carried out. As a result of this mutual-comparative study, many work forms and work methods were identified, the conditions for their use were clarified, and they were systematized for use in lecture and seminar classes. Of course, these work methods are quite extensive and numerous, writing about them requires a larger article, but we tried to mention the most widely used work methods in this article as much as possible. As a result, we can note that, indeed, the world education system is rapidly adapting to changes, requiring the application of each new work form and work method. From this perspective, every teacher working in the higher education system and institutions must approach their work responsibly, follow the innovations taking place in the global education system, and implement them.
STUDENT INVOLVEMENT IN QUALITY ASSURANCE AT AZERBAIJAN’S HIGHER EDUCATION INSTITUTIONS L.Y Kengerlinskiy
Abstract:
This article examines the evolution of student involvement in quality assurance across Azerbaijan’s universities, focusing on the shift from symbolic participation to more meaningful partnership. Recent reforms, aligned with the European Standards and Guidelines (ESG) and supported by the Education Quality Assurance Agency of Azerbaijan (TKTA), have introduced internal QA units, systematic surveys, and strengthened accreditation processes. Yet, student engagement remains uneven, as traditional governance cultures, limited awareness, and inconsistent institutional practices continue to narrow students’ influence on teaching, curriculum design, and decision-making.
Despite these challenges, early progress is evident. Students now participate in program committees, accreditation self-assessments, and curriculum discussions – an emerging acknowledgement that their academic experience offers valuable insight into educational quality. Moving toward genuine partnership, however, will require sustained capacity building, clearer communication about how feedback is used, and a culture that consistently views students as co-creators rather than passive participants.
To contextualize these developments, the article draws on examples from ADA University (Azerbaijan), the University of Tartu (Estonia), and Lund University (Sweden). ADA’s “You said – We did” model illustrates how visible responsiveness can build trust; Tartu’s digital feedback systems and training initiatives show how supportive infrastructure strengthens student voice; and Lund demonstrates what mature partnership looks like when students are fully integrated into governance structures. Together, these cases offer Azerbaijani HEIs a concise and practical roadmap for advancing from consultation toward authentic student partnership in QA.
TECHNOLOGY OF USING COMPUTER MODELS IN TEACHING PHYSICS COURSE IN SECONDARY SCHOOL Hajiyev Tofiq Mirabdulla oglu
Abstract:
One of the main directions of education in modern times is the application of information and communication technologies (ICT) in the teaching process. In teaching physics, these technologies, especially computer models, vir-tual laboratories, make the learning process more interesting, visual and interactive for both the teacher and the student.
The article examines the essence and methodological possibilities of using computer models in order to increase the efficiency of the teaching process in the physics course of secondary school. In the context of the rapid growth of in-formation, the role of interactive models, virtual demonstrations and experiments (simulations) in the development of students' scientific and cognitive skills is emphasized. The visual presentation of physical phenomena and processes through computer models allows students to be involved in independent research activities.
Since natural sciences, especially physics, are based on experiments and observations, the use of computer models and virtual laboratories in teaching its subjects is of great importance.
In teaching the VII-IX grade physics course, the use of computer models is very effective in helping students to deeply understand the essence of physical phenomena, learn their practical application, and form independent research skills. Computer models play an important role in explaining physical phenomena and processes. In addition to replacing real demonstrations and experiments, they create the following opportunities for students:
THE EFFECT OF BURNOUT LEVELS ON JOB SATISFACTION: TRNC EXAMPLE Mustafa VURUCU, Aykan Osman DEMÄ°R, Azmiye YINAL
Abstract:
The main purpose of this study is to examine the effect of burnout levels on job satisfaction. The population of the study consists of approximately 5,000 people working in the private sector in five different districts of TRNC. The sample was formed with the participation of 396 volunteer employee’s selected using purposive sampling method. The study data were collected using the job satisfaction scale and Maslach Burnout Scale. According to the results obtained from the analysis with SPSS 28.00 program, emotional exhaustion was found to be at a moderate level, while depersonalization and personal accomplishment subscales were found to be at a moderate and high level, respectively. The level of job satisfaction was generally at a medium level. In gender analyses, it was determined that female participants had higher levels of emotional exhaustion, depersonalization and general burnout, while male participants had higher levels of personal accomplishment. No significant difference was found in the analyzes on the level of education variable. According to the professional seniority variable, it was determined that those with more than 30 years of professional seniority had higher levels of job satisfaction. While the correlation between job satisfaction and burnout is low and insignificant, regression analysis shows that emotional exhaustion has a negative effect on job satisfaction. These results emphasize the complexity between emotional exhaustion levels and job satisfaction and the role of variables such as gender, educational level, and professional seniority in this relationship.
THE IMPORTANCE OF RESOURCES IN THE ORGANIZATION OF PEDAGOGICAL EDUCATION Gulshan Mehdizadeh Kamal gızı,
Abstract:
The organization of pedagogical education increasingly depends on the availability, quality, and accessibility of educational resources. As educational systems navigate the demands of globalization, digital transformation, and inclusive learning, resources—traditional, digital, and open—play a decisive role in shaping teaching practices, learning outcomes, and professional development. This article examines the conceptual foundations of educational resources, their typology, and their pedagogical significance. It further integrates established educational theories, including constructivism, behaviorism, socio-cultural learning, and open pedagogy, to contextualize the role of resources in modern pedagogical education.
THE ROLE OF DIGITAL LEARNING PLATFORMS IN ENHANCING STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE Ali AKÇİN, Kemal KURUKAFA, Adil TARHAN
Abstract:
This qualitative study investigates the role of digital learning platforms in enhancing student engagement and academic performance from the perspectives of 40 teachers in Northern Cyprus. Using semi-structured interviews, the research explores teachers’ perceptions of how digital platforms influence student learning outcomes, the challenges encountered during implementation, and professional development needs. Data analysis revealed six major themes: demographic characteristics, perceptions of digital platforms on student engagement, impact on academic performance, implementation challenges, professional development needs, and future perspectives. Findings indicate that digital learning platforms significantly enhance student engagement through interactive features, personalized learning pathways, and immediate feedback mechanisms. Teachers reported improvements in academic performance, particularly in student motivation, self-directed learning, and knowledge retention. However, challenges including technological infrastructure limitations, digital literacy gaps, and time constraints were identified. The study provides practical recommendations for educators and policymakers to optimize digital platform integration in educational settings.
