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Rehberlik ve Psikolojik Danışmanlıkta Ekolojik ve Sürdürülebilir Yaklaşımlar: Bütünsel Öğrenci Destek Sistemleri

Year 2025, Volume: 11 Issue: 24, 124 - 143, 30.04.2025

Ali Rıza Yavrutürk

https://doi.org/10.59304/ijhe.1582953

Abstract

Bu makalede rehberlik ve psikolojik danışmanlıkta ekolojik ve sürdürülebilir yaklaşımlar kapsamında bütünsel öğrenci destek sistemleri incelenmiştir. Ekolojik ve sürdürülebilir yaklaşımlar, rehberlik ve psikolojik danışmanlık alanında öğrenci destek sistemlerinin daha kapsayıcı ve bütüncül bir anlayışla yapılandırılmasını amaçlar. Ekolojik yaklaşım, öğrencilerin psikososyal gelişimlerinin bireysel faktörlerle sınırlı kalmadığını, çevresel faktörlerin de bu gelişimde büyük rol oynadığını öne sürer. Öğrencilerin aileleri, arkadaş çevreleri, okul ortamları ve daha geniş toplumsal yapılar, bireyin gelişimi üzerinde doğrudan etkilerde bulunur. Bu yaklaşım çerçevesinde, öğrencilere sunulan desteklerin sadece bireysel değil, çevresel faktörleri de göz önünde bulundurarak yapılandırılması önemlidir. Sürdürülebilir yaklaşımlar ise uzun vadeli gelişim odaklı bir psikolojik danışmanlık hizmeti sunmayı hedefler. Bu yaklaşımda, öğrencilerin sadece mevcut problemlerini çözmek değil, gelecekte karşılaşabilecekleri sorunlarla da başa çıkma yeteneklerini geliştirmek ön plandadır. Ekolojik ve sürdürülebilir yaklaşımlar bir arada değerlendirildiğinde, öğrenci destek sistemlerinin bütünsel bir bakış açısıyla yeniden tasarlanması gerektiği görülmektedir. Bu kapsamda, bütünsel öğrenci destek sistemleri, öğrencilerin bireysel ihtiyaçlarını karşılamanın yanı sıra, sosyal ve çevresel faktörlere uygun destekler sunarak öğrenci gelişimini destekler. Öğrencilere sağlanan desteklerin bütünsellik ilkesine göre yapılandırılması, onları yaşam boyu güçlü ve dayanıklı bireyler olarak topluma kazandırmayı hedefler. Bu yaklaşımlar, eğitim kurumlarının sadece akademik başarıyı değil, öğrencilerin sosyal ve duygusal gelişimlerini de önemseyen bir perspektif benimsemeleri açısından büyük bir öneme sahiptir. Bu sistemler, öğrencilerin yalnızca kısa vadeli ihtiyaçlarını karşılamakla kalmaz, aynı zamanda onlara çevresel farkındalık, sorumluluk bilinci ve sürdürülebilir yaşam becerileri kazandırır. Rehberlik ve psikolojik danışmanlık süreçlerinde kullanılan ekolojik ve sürdürülebilir yaklaşımlar, öğrencilerin bireysel güçlenmesini sağlarken aynı zamanda onların topluma, çevreye ve doğaya karşı duyarlılığını artırmayı amaçlar. Bu bütünsel destek modeli, gelecekte çevresel ve toplumsal sorunların çözümüne katkıda bulunabilecek bilinçli ve sorumlu bireyler yetiştirmeyi hedefler.

Keywords

Bütünsel öğrenci destek sistemleri Ekolojik yaklaşımlar Psikolojik danışmanlık Psikolojik danışmanlık hizmetlerinde sürdürebilirlilik

References

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  • Albee, G. W. (2000). Commentary on prevention and counseling psychology. The Counseling Psychologist, 28(6), 845-853. https://doi.org/10.1177/0011000000286006
  • Allen, T. D., Eby, L. T., & Lentz, E. (2006). Mentorship behaviors and mentorship qualityassociated with mentorship programs: Closing the gap between research and practice. Journal of Applied Psychology, 91, 567–578. https://doi.org/10.1037/00219010.91.3.567
  • Beacham, A. O., Van Sickle, K. S., Khatri, P., Ali, M. K., Reimer, D., Farber, E. W., & Kaslow, N. J. (2017). Meeting evolving workforce needs: Preparing psychologists for leadership in the patient-centered medical home. American Psychologist, 72, 42 54. https://doi.org/10.1037/a0040458
  • Begum, A., Jingwei, L., Haider, M., Ajmal, M. M., Khan, S., & Han, H. (2021). Impact of environmental moral education on Pro-environmental behaviour: do psychological empowerment and Islamic religiosity matter?. International Journal of Environmental Research and Public Health, 18(4), 1604. https://doi.org/10.3390/ijerph18041604
  • Benishek, L. A., Bieschke, K. J., Park, J., & Slattery, S. M. (2004). A multicultural feminist model of mentoring. Journal of Multicultural Counseling and Development, 32, 428 442.
  • Bieschke, K. J., & Mintz, L. B. (2012). Counseling psychology model training values statement addressing diversity: History, current use, and future directions. Training and Education in Professional Psychology, 6, 196–203 https://doi.org/10.1037/a0030810
  • Blustein, D. L., Schultheiss, D. E. P., & Flum, H. (2004). Toward a relational perspective of the psychology of careers and working: A social constructionist analysis. Journal of Vocational Behavior, 64, 423–440. https://doi.org/10.1016/j.jvb.2003.12.008
  • Bolt, D. M., Ysseldyke, J., & Patterson, M. J. (2010). Students, teachers, and schools as sources of variability, integrity, and sustainability in implementing progress monitoring. School Psychology Review, 39, 612-630.
  • Brady-Amoon, P., & Keefe-Cooperman, K. (2017). Psychology, counseling psychology, and professional counseling: Shared roots, challenges, and opportunities. The European Journal of Counselling Psychology, 6, 41–62. https://doi.org/10.5964/ejcop.v6i1.105
  • Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3, 37-43.
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  • Chan, A. W., Yeh, C. J., & Krumboltz, J. D. (2015). Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model. Journal of Counseling Psychology, 62,592–607. https://doi.org/10.1037/cou0000079
  • Chor, K. B., Olin, S. S., & Hoagwood, K. E. (2014). Training and education in clinical psychology in the context of the Patient Protection and Affordable Care Act. Clinical Psychology: Science & Practice,21,91– 105. https://doi.org/10.1111/cpsp.12068
  • Dailey, S. F., & Roche, R. R. (2025). The SHIELD framework: Advancing strength-based resilience strategies to combat bullying and cyberbullying in youth. International Journal of Environmental Research and Public Health, 22(1), 66.
  • Forrest, L., Elman, N. S., & Shen-Miller, D. S. (2008). Psychology trainees with competence problems: From individual to ecological conceptualizations. Training and Education in Professional Psychology,2,183-192. https://doi.org/10.1037/19313918.2.4.183
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  • Gelso, C. J., Baumann, E. C., Chui, H. T., & Savela, A. E. (2013). The making of a scientist psychotherapist: The research training environment and the psychotherapist. Psychotherapy, 50, 139–149. https://doi.org/10.1037/a0028257
  • Goldberg, L. R., Brown, G. R., Mosack, V. A., & Fletcher, P. A. (2015). Student reflections following exposure to a case-based interprofessional learning experience: Preliminary findings. Journal of Interprofessional Care, 29, 380–382. https://doi.org/10.3109/13561820.2014.969835
  • Gonzales, A, L., McCrory Calarco, J., & Lynch, T. (2018). Technology problems and student achievement gaps: A validation and extension of the technology maintenance construct. Communication Research, 47(5), 750–770. https://doi.org/10.1177/0093650218796366
  • Green, A. G., & Hawley, G. C. (2009). Early career psychologists: Understanding, engaging, and mentoring tomorrow’s leaders. Professional Psychology: Research and Practice, 40, 206–212. https://doi.org/10.1037/a0012504
  • Healey, A. C., & Hays, D. G. (2012). A discriminant analysis of gender and counselor Professional identity development. Journal of Counseling and Development, 90(1), 55–62. https://doi.org/10.1111/j.1556- 6676.2012.00008.x
  • Heppner, P. P. (2017). Creating mentoring opportunities to promote cultural competencies and social justice. The Counseling Psychologist, 45, 137–157. https://doi.org/10.1177/0011000016688781
  • Jackson, M. A., & Scheel, M. J. (2012). Quality of master’s education: A concern for counseling psychology? The Counseling Psychologist, 41, 669–699. https://doi.org/10.1177/0011000011434644
  • Jiao, Y. (2025). Psychological & Mental Health Education. Psychological Reports, 128(1), 12-227.
  • Johnson, W. B. (2007). Transformational supervision: When supervisors mentor. Professional Psychology: Research and Practice, 38, 259–267. https://doi.org/10.1037/07357028.38.3.259
  • Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L., & Kaslow, N. J. (2012). The competent community: Toward a vital reformulation of professional ethics. American Psychologist, 67, 557–569. https://doi.org/10.1037/a0027206
  • Kazdin, A. E. (2011). Conceptualizing the challenge of reducing interpersonal violence. Psychology of Violence, 1, 166–187. https://doi.org/10.1037/a0022990
  • Kois, L., King, C., LaDuke, C., & Cook, A. (2016). Cultivating student leadership in Professional psychology. Training and Education in Professional Psychology, 10, 29–36. https://doi.org/10.1037/tep0000100
  • Lau, J., & Ng, K. M. (2014). Conceptualizing the counseling training environment using Bronfenbrenner’s ecological theory. International Journal for the Advancement of Counselling, 36(4), 423-439. https://doi.org/10.1007/s10447-014-9220-5
  • Lederer, A. M., Hoban, M. T., Lipson, S. K., Zhou, S., & Eisenberg, D. (2021). More than inconvenienced: The unique needs of US college students during the COVID-19 pandemic. Health Education & Behavior, 48(1), 14-19.
  • Lewis, J. A., Ratts, M. J., Paladino, D. A., & Toporek, R. L. (2011). Social justice counseling and advocacy: Developing new leadership roles and competencies. Journal for Social Action in Counseling and Psychology, 3, 5–16.
  • Lord, R. G., Day, D. V., Zaccaro, S. J., Avolio, B. J., & Eagly, A. H. (2017). Leadership in applied psychology: Three waves of theory and research. Journal of Applied Psychology, 102, 434-451. https://doi.org/10.1037/apl0000089
  • Lozjanin, A., Chhabra, G., & Mehdian, N. (2025). Exploring green pedagogy for eco-centric praxis-based learning in higher education. Journal of Applied Learning and Teaching, 8(1), 66-79.
  • Magyar-Moe, J. L., Owens, R. L., & Conoley, C. W. (2015). Positive psychological interventions in counseling: What every counseling psychologist should know. The Counseling Psychologist, 43, 508–557. https://doi.org/10.1177/0011000015573776
  • Mallen, M. J., Vogel, D. L., & Rochlen, A. B. (2005). The practical aspects of online counseling: Ethics, training, technology, and competency. The Counseling Psychologist, 33, 776–818. https://doi.org/10.1177/0011000005278625
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  • Marsella, A. (2012). Psychology and globalization: Understanding a complex relationship. Journal of Social Issues, 68, 454–472. https://doi.org/10.1111/j.15404560.2012.01758.x
  • Merrick, M. T., Ports, K. A., Ford, D. C., Afifi, T. O., Gershoff, E. T., & Grogan Kaylor, A. (2017). Unpacking the impact of adverse childhood experiences on adult mental health. Child Abuse & Neglect, 69, 10–19. https://doi.org/10.1016/j.chiabu.2017.03.016
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  • Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: The promise of psychopolitical validity. Journal of Community Psychology, 36, 116 136. https://doi.org/10.1002/jcop.20225
  • Romano, J. L., & Hage, S. M. (2000). Prevention and counseling psychology: Revitalizing commitments for the 21st century. Counseling Psychologist, 28, 733–763. https://doi.org/10.1177/0011000000286001
  • Romano, J. L., & Netland, J. D. (2008). The application of the theory of reasoned action and planned behavior to prevention science in Counseling Psychology. The Counseling Psychologist, 36, 777–806. https://doi.org/10.1177/0011000007301670
  • Sauer, E. M., & Huber, D. M. (2007). Implementing the Boulder Model of training in a psychology training clinic. Journal of Contemporary Psychotherapy, 37, 221–228. https://doi.org/10.1007/s10879-007-9057-x
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Ecological and Sustainable Approaches in Guidance and Psychological Counseling: Holistic Student Support Systems

Year 2025, Volume: 11 Issue: 24, 124 - 143, 30.04.2025

Ali Rıza Yavrutürk

https://doi.org/10.59304/ijhe.1582953

Abstract

In this article, holistic student support systems were examined within the scope of ecological and sustainable approaches in guidance and psychological counseling. Ecological and sustainable approaches aim to structure student support systems in the field of guidance and psychological counseling with a more comprehensive and holistic approach. The ecological approach suggests that students' psychosocial development is not limited to individual factors, and that environmental factors also play a major role in this development. Students' families, circles of friends, school environments and broader social structures have direct effects on the development of the individual. Within the framework of this approach, it is important to structure the support provided to students by considering not only individual but also environmental factors. Sustainable approaches, on the other hand, aim to provide a psychological counseling service focused on long-term development. In this approach, the priority is not only to solve students' current problems but also to develop their ability to cope with problems they may encounter in the future. When ecological and sustainable approaches are evaluated together, it is seen that student support systems need to be redesigned from a holistic perspective. In this context, holistic student support systems support student development by providing support appropriate to social and environmental factors in addition to meeting students' individual needs. Structuring the support provided to students according to the principle of holism aims to integrate them into society as strong and resilient individuals throughout their lives. These approaches are of great importance for educational institutions to adopt a perspective that values not only academic success but also the social and emotional development of students. These systems not only meet the short-term needs of students, but also provide them with environmental awareness, sense of responsibility and sustainable life skills. Ecological and sustainable approaches used in guidance and psychological counseling processes aim to strengthen students individually while also increasing their sensitivity to society, the environment and nature. This holistic support model aims to raise conscious and responsible individuals who can contribute to the solution of environmental and social problems in the future.

Keywords

Ecological approaches Psychological counseling Sustainability in pychological counseling sevices Holistic student support systems

References

  • Aithal, P. S. (2025). Holistic education redefined: Integrating STEM with arts, environment, Spirituality, and sports through the seven-factor/Saptha-Mukhi student development model. Poornaprajna International Journal of Management, Education & Social Science (PIJMESS), 2(1), 1-52.
  • Albee, G. W. (2000). Commentary on prevention and counseling psychology. The Counseling Psychologist, 28(6), 845-853. https://doi.org/10.1177/0011000000286006
  • Allen, T. D., Eby, L. T., & Lentz, E. (2006). Mentorship behaviors and mentorship qualityassociated with mentorship programs: Closing the gap between research and practice. Journal of Applied Psychology, 91, 567–578. https://doi.org/10.1037/00219010.91.3.567
  • Beacham, A. O., Van Sickle, K. S., Khatri, P., Ali, M. K., Reimer, D., Farber, E. W., & Kaslow, N. J. (2017). Meeting evolving workforce needs: Preparing psychologists for leadership in the patient-centered medical home. American Psychologist, 72, 42 54. https://doi.org/10.1037/a0040458
  • Begum, A., Jingwei, L., Haider, M., Ajmal, M. M., Khan, S., & Han, H. (2021). Impact of environmental moral education on Pro-environmental behaviour: do psychological empowerment and Islamic religiosity matter?. International Journal of Environmental Research and Public Health, 18(4), 1604. https://doi.org/10.3390/ijerph18041604
  • Benishek, L. A., Bieschke, K. J., Park, J., & Slattery, S. M. (2004). A multicultural feminist model of mentoring. Journal of Multicultural Counseling and Development, 32, 428 442.
  • Bieschke, K. J., & Mintz, L. B. (2012). Counseling psychology model training values statement addressing diversity: History, current use, and future directions. Training and Education in Professional Psychology, 6, 196–203 https://doi.org/10.1037/a0030810
  • Blustein, D. L., Schultheiss, D. E. P., & Flum, H. (2004). Toward a relational perspective of the psychology of careers and working: A social constructionist analysis. Journal of Vocational Behavior, 64, 423–440. https://doi.org/10.1016/j.jvb.2003.12.008
  • Bolt, D. M., Ysseldyke, J., & Patterson, M. J. (2010). Students, teachers, and schools as sources of variability, integrity, and sustainability in implementing progress monitoring. School Psychology Review, 39, 612-630.
  • Brady-Amoon, P., & Keefe-Cooperman, K. (2017). Psychology, counseling psychology, and professional counseling: Shared roots, challenges, and opportunities. The European Journal of Counselling Psychology, 6, 41–62. https://doi.org/10.5964/ejcop.v6i1.105
  • Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3, 37-43.
  • Brown, K. (2019). Cultivating a ‘collegial turn’in doctoral education. Teaching in Higher Education, 5(1), 1-17. https://doi.org/10.1080/13562517.2019.1680538
  • Chan, A. W., Yeh, C. J., & Krumboltz, J. D. (2015). Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model. Journal of Counseling Psychology, 62,592–607. https://doi.org/10.1037/cou0000079
  • Chor, K. B., Olin, S. S., & Hoagwood, K. E. (2014). Training and education in clinical psychology in the context of the Patient Protection and Affordable Care Act. Clinical Psychology: Science & Practice,21,91– 105. https://doi.org/10.1111/cpsp.12068
  • Dailey, S. F., & Roche, R. R. (2025). The SHIELD framework: Advancing strength-based resilience strategies to combat bullying and cyberbullying in youth. International Journal of Environmental Research and Public Health, 22(1), 66.
  • Forrest, L., Elman, N. S., & Shen-Miller, D. S. (2008). Psychology trainees with competence problems: From individual to ecological conceptualizations. Training and Education in Professional Psychology,2,183-192. https://doi.org/10.1037/19313918.2.4.183
  • Gao, Y., & Mohamad, S. H. (2025). Unraveling the learning behaviors of chinese private college students and effective guiding strategies. Nusantara Journal of Behavioral and Social Science, 4(1), 9-22.
  • Gelso, C. J., Baumann, E. C., Chui, H. T., & Savela, A. E. (2013). The making of a scientist psychotherapist: The research training environment and the psychotherapist. Psychotherapy, 50, 139–149. https://doi.org/10.1037/a0028257
  • Goldberg, L. R., Brown, G. R., Mosack, V. A., & Fletcher, P. A. (2015). Student reflections following exposure to a case-based interprofessional learning experience: Preliminary findings. Journal of Interprofessional Care, 29, 380–382. https://doi.org/10.3109/13561820.2014.969835
  • Gonzales, A, L., McCrory Calarco, J., & Lynch, T. (2018). Technology problems and student achievement gaps: A validation and extension of the technology maintenance construct. Communication Research, 47(5), 750–770. https://doi.org/10.1177/0093650218796366
  • Green, A. G., & Hawley, G. C. (2009). Early career psychologists: Understanding, engaging, and mentoring tomorrow’s leaders. Professional Psychology: Research and Practice, 40, 206–212. https://doi.org/10.1037/a0012504
  • Healey, A. C., & Hays, D. G. (2012). A discriminant analysis of gender and counselor Professional identity development. Journal of Counseling and Development, 90(1), 55–62. https://doi.org/10.1111/j.1556- 6676.2012.00008.x
  • Heppner, P. P. (2017). Creating mentoring opportunities to promote cultural competencies and social justice. The Counseling Psychologist, 45, 137–157. https://doi.org/10.1177/0011000016688781
  • Jackson, M. A., & Scheel, M. J. (2012). Quality of master’s education: A concern for counseling psychology? The Counseling Psychologist, 41, 669–699. https://doi.org/10.1177/0011000011434644
  • Jiao, Y. (2025). Psychological & Mental Health Education. Psychological Reports, 128(1), 12-227.
  • Johnson, W. B. (2007). Transformational supervision: When supervisors mentor. Professional Psychology: Research and Practice, 38, 259–267. https://doi.org/10.1037/07357028.38.3.259
  • Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L., & Kaslow, N. J. (2012). The competent community: Toward a vital reformulation of professional ethics. American Psychologist, 67, 557–569. https://doi.org/10.1037/a0027206
  • Kazdin, A. E. (2011). Conceptualizing the challenge of reducing interpersonal violence. Psychology of Violence, 1, 166–187. https://doi.org/10.1037/a0022990
  • Kois, L., King, C., LaDuke, C., & Cook, A. (2016). Cultivating student leadership in Professional psychology. Training and Education in Professional Psychology, 10, 29–36. https://doi.org/10.1037/tep0000100
  • Lau, J., & Ng, K. M. (2014). Conceptualizing the counseling training environment using Bronfenbrenner’s ecological theory. International Journal for the Advancement of Counselling, 36(4), 423-439. https://doi.org/10.1007/s10447-014-9220-5
  • Lederer, A. M., Hoban, M. T., Lipson, S. K., Zhou, S., & Eisenberg, D. (2021). More than inconvenienced: The unique needs of US college students during the COVID-19 pandemic. Health Education & Behavior, 48(1), 14-19.
  • Lewis, J. A., Ratts, M. J., Paladino, D. A., & Toporek, R. L. (2011). Social justice counseling and advocacy: Developing new leadership roles and competencies. Journal for Social Action in Counseling and Psychology, 3, 5–16.
  • Lord, R. G., Day, D. V., Zaccaro, S. J., Avolio, B. J., & Eagly, A. H. (2017). Leadership in applied psychology: Three waves of theory and research. Journal of Applied Psychology, 102, 434-451. https://doi.org/10.1037/apl0000089
  • Lozjanin, A., Chhabra, G., & Mehdian, N. (2025). Exploring green pedagogy for eco-centric praxis-based learning in higher education. Journal of Applied Learning and Teaching, 8(1), 66-79.
  • Magyar-Moe, J. L., Owens, R. L., & Conoley, C. W. (2015). Positive psychological interventions in counseling: What every counseling psychologist should know. The Counseling Psychologist, 43, 508–557. https://doi.org/10.1177/0011000015573776
  • Mallen, M. J., Vogel, D. L., & Rochlen, A. B. (2005). The practical aspects of online counseling: Ethics, training, technology, and competency. The Counseling Psychologist, 33, 776–818. https://doi.org/10.1177/0011000005278625
  • Mallinckrodt, B., Miles, J. R., & Levy, J. J. (2014). The scientist practitioner advocate model: Addressing contemporary training needs for social justice advocacy. Training and Education in Professional Psychology, 8, 303–311. https://doi.org/10.1037/tep0000045
  • Marsella, A. (2012). Psychology and globalization: Understanding a complex relationship. Journal of Social Issues, 68, 454–472. https://doi.org/10.1111/j.15404560.2012.01758.x
  • Merrick, M. T., Ports, K. A., Ford, D. C., Afifi, T. O., Gershoff, E. T., & Grogan Kaylor, A. (2017). Unpacking the impact of adverse childhood experiences on adult mental health. Child Abuse & Neglect, 69, 10–19. https://doi.org/10.1016/j.chiabu.2017.03.016
  • Nicholas, D. R., & Stern, M. (2011). Counseling psychology in clinical health psychology: The impact of specialty perspective. Professional Psychology: Research and Practice, 42, 331–337. https://doi.org/10.1037/a0024197
  • Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: The promise of psychopolitical validity. Journal of Community Psychology, 36, 116 136. https://doi.org/10.1002/jcop.20225
  • Romano, J. L., & Hage, S. M. (2000). Prevention and counseling psychology: Revitalizing commitments for the 21st century. Counseling Psychologist, 28, 733–763. https://doi.org/10.1177/0011000000286001
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Details

Primary Language Turkish
Subjects Human Geography (Other)
Journal Section Research Article
Authors

Ali Rıza Yavrutürk 0000-0002-6724-6019

Publication Date April 30, 2025
Submission Date November 11, 2024
Acceptance Date April 21, 2025
Published in Issue Year 2025 Volume: 11 Issue: 24

Cite

APA Yavrutürk, A. R. (2025). Rehberlik ve Psikolojik Danışmanlıkta Ekolojik ve Sürdürülebilir Yaklaşımlar: Bütünsel Öğrenci Destek Sistemleri. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 11(24), 124-143. https://doi.org/10.59304/ijhe.1582953
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