This study conducts a bibliometric analysis of 251 articles indexed in the Web of Science (WoS) database between 2005 and 2025 under the subject heading “Turkish Literature” with the language filter set to “Turkish.” The primary aim of the research is to map production trends, institutional and geographical concentrations, collaboration networks, and thematic orientations in the field of Turkish literature. The document type was limited to “Article,” and the subject areas were restricted to “Arts and Humanities” and “Literature.” Data were analyzed using VOSviewer. Bibliographic coupling was applied to nodes of countries, institutions, authors, and journals; co-occurrence analysis was conducted on keywords; and the “binary counting” method was employed for abstracts. Frequency, citation count, and total link strength (TLS) were used as the main indicators. Findings reveal that the number of publications followed a fluctuating but generally upward trend, peaking in 2020. At the institutional level, Selçuk University exhibited a central position, while Istanbul University emerged as another significant hub. In terms of journals, Selçuk Üniversitesi Edebiyat Fakültesi Dergisi and Türk Dili ve Edebiyatı Dergisi stood out as key outlets. Although author networks were widely dispersed across a large cluster, the number of central nodes remained limited, indicating relatively weak and sporadic collaboration patterns. Keyword analysis highlighted “Turkish literature” and “novel” as dominant themes, while abstracts emphasized broader concepts directly reflecting the field. Overall, the study outlines the current quantitative profile of Turkish literature research.

The primary objective of this research is to systematically review postgraduate thesis studies conducted on language learning strategies between 2015 and 2025. The systematic review method was used in the study, which aims to synthesise the existing literature on a specific topic in a comprehensive, impartial and transparent manner. As a result of searches conducted through the COHE National Thesis Centre database, a total of 56 postgraduate theses were identified that directly or indirectly addressed language learning strategies. The data obtained were subjected to descriptive content analysis in terms of variables such as the distribution of theses by year, preferred research methods, sample/study group types, measurement tools used, and strategy categories focused on. The field of teaching Turkish as a foreign language has risen to a strategic position in recent years due to the increasing number of learners and global interest in Turkish culture; in parallel, academic production in the field has gained significant momentum. However, the findings in the literature generally exhibit a limited and scattered structure with specific variables, necessitating the creation of a comprehensive map of the existing knowledge base. This research aims to identify gaps in the TFL literature and new research opportunities, thereby providing a robust, evidence-based foundation and strategic roadmap for future scientific studies and implementation processes.

Education systems are currently experiencing rapid digital transformation, driven by advances in educational technology, artificial intelligence, and data-informed decision-making. Yet many institutional initiatives remain focused primarily on technological adoption rather than deeper organisational change. Emerging discussions around Industry 5.0 introduce a broader perspective that emphasises human well-being, sustainability, and resilience alongside technological progress. This conceptual article suggests that educational transformation should be approached through a whole-institution perspective in which digital innovation, sustainability, and institutional governance are considered together rather than as separate initiatives. Drawing on insights from a sustainability baseline conducted in a private high school operating within an international curriculum context in Türkiye, the article introduces the Whole-Institution Sustainability and Digital Transformation (WISDT) framework. The framework integrates operational sustainability, human well-being, and strategic digital integration as mutually reinforcing dimensions of school development. The discussion highlights implications for school leadership, institutional governance, and policy frameworks concerned with education for sustainable development. Ultimately, the future of education will depend less on the rapid adoption of new technologies and more on the ability of educational institutions to build adaptive, sustainable, and human-centred systems capable of navigating long-term change.

As the digital ecosystem has expanded, adolescents' daily routines and academic engagement are increasingly structured within the digital framework of social media. Due to escalating anxieties about the cognitive and psychological impacts of heavy social media engagement, researchers have increasingly prioritised the examination of the Fear of Missing Out (FoMO) among adolescents. This study examines the correlation between Fear of Missing Out (FoMO) and academic procrastination among high school students, while also analyzing potential variations based on demographic factors such as gender, grade level, and school type. A total of 450 students, representing various high school categories within the central district of Çanakkale, participated in the current research. A correlational survey design was employed. To quantify the primary variables of the study, data collection involved the utilization of two standardized instruments: the Fear of Missing Out (FoMO) Scale and the Academic Procrastination Scale. To address the research questions, the study utilized a statistical framework comprising Pearson correlation coefficients for relational analysis and ANOVA and t-tests to evaluate demographic variances. The findings indicated that students’ FoMO levels were generally low. In contrast, their academic procrastination levels were moderate. The analysis revealed that while FoMO scores fluctuated significantly by participants' gender and the type of institution they attended, the educational stage (grade level) did not yield a notable impact Academic procrastination did not differ significantly across gender, grade level, or school type. A low-level yet statistically positive association was established, suggesting that as FoMO levels increase, there is a slight corresponding rise in academic procrastination behaviors. Considering the results obtained, practical recommendations for educational environments are presented, alongside a roadmap for future scholarly inquiries in this domain.

The aim of this research is to determine the perceptions of 9th-grade students regarding the concept of forest through metaphors. The research was conducted within the framework of a qualitative research model using a phenomenological design. The study group consists of 237 ninth-grade students receiving education in the city center of Karabük and the districts of Safranbolu and Yenice. To determine the metaphors held by the students, data were collected through a semi-structured metaphor form. In the form prepared by the researchers, students were asked to complete the sentence “A forest is like…; because…”. Content analysis technique was used for data analysis. The average inter-coder reliability was determined to be 94%. Findings revealed that students produced 638 metaphors in total, comprising 261 unique metaphors regarding the concept of forest. The most frequently mentioned metaphors were “home, life, breath, lung, human, nest, peace, source of life, heart, mother, book, family, school, water, etc.” These metaphors were classified into 12 distinct categories: “Source of Life,” “Living Space/Natural Habitat,” “Source of Serenity and Peace,” “Main Part of the Ecosystem,” “Protective and Healing,” “Natural Aesthetic Element,” “Mirror of Social Consciousness,” “Guiding/Pathfinder,” “A Mysterious and Risky Place,” “Natural Resource and Raw Material Provider,” “Source of Hope,” and “Regulator.” Consequently, it was determined that students conceptualize the forest in a holistic manner, encompassing ecological, affective, and social dimensions.