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A Study on the Levels of Adoption of Cyberculture and Global Citizenship among Social Studies Teacher Candidates

Year 2024, Volume: 8 Issue: 16, 120 - 130, 21.03.2024
https://doi.org/10.31458/iejes.1424048

Abstract

The research utilized the descriptive survey model, a quantitative research method, with a study group consisting of 172 social studies teacher candidates (131 females, 41 males). As data collection tools in the study, the Cyberculture Adoption/Development Level Scale developed by Koçak (2019) and the global citizenship scale (Global Citizenship Scale –GCS) developed by Morais and Ogden in 2010 were used. The Turkish adaptation, validity, and reliability study of the global citizenship scale was conducted by Tutkun (2019). In addition, a personal information form prepared by the researcher was used. The data analysis involved the use of the Independent Samples t-test, to determine the relationship between participants' scores on the cyber culture adoption level scale and the global citizenship level scale concerning the gender variable. For situations where differentiation was observed based on class, social media usage purpose and internet usage frequency, the One-Way ANOVA was employed for unrelated Samples. The findings of the research indicate that there is no statistically significant difference in the levels of cyberculture adoption and global citizenship among teacher candidates concerning gender and class variables. When examining the variable of social media usage purpose, a statistically significant difference is observed in the global citizenship levels of teacher candidates. In contrast, no statistically significant difference is found in the levels of cyberculture adoption. Regarding the daily internet usage duration variable, no impact is observed on the global citizenship levels of teacher candidates. In contrast, a statistically significant difference is found in the levels of cyberculture adoption.

Ethical Statement

This research was carried out with the permission of Niğde Ömer HalisDemir University Publication Ethics Board with the decision numbered 165350 dated 01.02.2022.

References

  • Akdemir, N., & Tuncer, C. O. (2021). Siber ansiklopedi: Siber ortama çok disiplinli bir yaklaşım [Cyber encyclopedia: A multidisciplinary approach to the cyber environment]. Pegem Academy.
  • Aktaş, V., & Ayaydın, Y. (2023). Sosyal bilgiler öğretmenlerinin küresel vatandaşlık eğitimi ile ilgili görüşlerinin incelenmesi [Examining the opinions of social studies teachers on global citizenship education]. International Journal of Social Science Research, 12(1), 134-154.
  • Aydemir, D. (2020). Siberfeminizm ve siber kültürde cinsiyet kimliğinin yapıbozumu ve siber kimlikle yeniden inşası [Deconstruction of gender identity and reconstruction of gender identity in cyber culture and cyberfeminism]. Master's Thesis, Graduate School of Education, On Dokuz Mayıs University, Samsun. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Bell, D. (2007). Cyberculture theorists: Manuel castells and donna haraway. Routledge.
  • Benedikt, M. (Ed.). (1991). Cyberspace: First steps. MIT Press.
  • Bostancı-Ege, G. (2012). Siber kültür ve sosyal oyunlar: karşılaştırmalı örneklerle sosyal oyun deneyimi üzerine bir çözümleme [Cyber culture and social games: An analysis on social gaming experience with comparative examples]. Folklore/Literary, 8(72), 5-152. Büyüköztürk, Ş., Kılıç-Çakmak, E., Özcan, E. A., Karadeniz. Ş., & Demirel, F. (2019). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Academy.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications (2nd ed.). Routledge.
  • Çakmak, Z., Bulut. B., & Taşkıran, C. (2015). Sosyal bilgiler öğretmen adaylarının internet kullanım durumları ile küresel vatandaşlık algıları arasındaki ilişkinin incelenmesi [A study on the relationship between global citizenship perceptions and internet use of social studies pre-service teachers]. Adıyaman University Journal of Educational Sciences, 5(1), 99-112.
  • Çetin, M., & Uslu, S. (2022). Sosyal bilgiler öğretmen adaylarinin yenilikçi öğrenmeye ilişkin görüşleri [The opinions of social studies teacher candidates about innovative learning]. International Journal of Eurasia Social Sciences (IJOESS), 13(47), 122-134. https://doi.org/10.35826/ijoess.3090
  • Çoban, A., & Karaca, S. (2015). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık tutum düzeylerinin farklı değişkenler açısından incelenmesi [Global citizenship social studies teachers attitudes level examination in terms of different variables]. The Journal of Academic Social Science, 17(17), 10-22. https://doi.org/10.16992/ASOS.819
  • Çolak, K., Kabapınar, Y., & Öztürk, C. (2019). Sosyal bilgiler derslerini veren öğretmenlerin küresel vatandaşlığa ve küresel vatandaşlık eğitimine bakışları [Social studies courses teachers' views on global citizenship and global citizenship education]. Education and Science, 4(197), 335-352. https://doi.org/10.15390/EB.2019.7721
  • Durmuş, G. (2017). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık ve çokkültürlü eğitime yönelik tutumlarının incelenmesi [Examination of attitudes of social science teacher candidates towards global citizenship and multicultural education]. Master's Thesis. Amasya University, Institute of Social Sciences, Amasya. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Eid, M. (2009). On the way to the Cyber-Arab-Culture: International communication, telecommunications policies, and democracy. In F. J. Ricardo (Ed.), Cyberculture and new media (pp. 69-98). Brill.
  • Field, A. P. (2012). Discovering statistics, Contrast and Post Hoc test for one-way independent anova using SPSS. Retrieved from http://www. statisticshell. com/ docs/ contrasts.pdf
  • Gibson, W. (1984). Neuromancer. Ace Books.
  • Göl, E. (2013). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık tutum düzeylerinin farklı değişkenler açısından incelenmesi [The examination of global citizenship attitude levels of social studies nominee instructors according to different variants]. Master's Thesis, Ahi Evran University, Institute of Social Sciences, Kırşehir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Gunkel, D. J. (1998). Virtually transcendent: Cyberculture and the body. Journal of Mass Media Ethics. 13(2). 111-123. https://doi.org/10.1207/s15327728jmme1302_5
  • Gül, Y. E. (2020). Üniversite öğrencilerinin küresel vatandaşlık ve sivilleşme düzeylerinin incelenmesi. [Investigation of global citizenship and civilization levels of university students]. Dialectologist - International Journal of Social Sciences], 25, 191-202.
  • Gündüzalp, C. (2021). Üniversite çalışanlarının dijital veri ve kişisel siber güvenlik farkındalıkları (bilgi işlem daire başkanlıkları örneği) [University employees’ awareness of digital data and personal cyber security (A case study of IT departments). Journal of Computer and Education Research, 9(18), 598-625. https://doi.org/10.18009/jcer.907022
  • Güzel, E. (2016). Dijital kültür ve çevrimiçi sosyal ağlarda rekabetin aktörü: Dijital habitus [Digital culture and the actor of competition in online socialnetworks: Digital habitus]. Gümüşhane University e-Journal of Faculty of Communication, 4(1), 82-103.
  • Kan, Ç. (2009). Sosyal bilgiler eğitiminde küresel vatandaşlık. [Global citizenship in social studies education]. Pamukkale University Journal of Education, 26(26), 25-30.
  • Karaca, S. (2021). Bilimsel araştırma yöntemleri [Scientific research methods]. Gazi Bookstore.
  • Kavuşan, S. (2023). Küresel vatandaşlık yaklaşımı bağlamında sosyal bilgiler öğretim programı ve ders kitapları [Social studies curriculum and textbooks in the context of global citizenship approach]. Master's Thesis, Ankara University, Institute of Educational Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Kaya, B., & Kaya, A. (2012). Teknoloji çağında öğretmen adaylarının küresel vatandaşlık algıları [Teacher candidates' perceptions of global citizenship in the age of technology]. Sakarya University Journal of Education, 2(3), 81-95. Koca, A. (2013). Ardışık çoklu karşılaştırma testlerinden fdr testi üzerine bir simülasyon uygulamasi [A simulation application on FDR test, a sequantial multiple comparison tests]. Master's Thesis, Afyon Kocatepe University, Institute of Science, Afyonkarahisar. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Koçak, D. (2019). Siber kültürün yeni medya kullanıcılarının tercih ve eğilimleri üzerine etkisi: Üniversite öğrencilerine yönelik bir uygulama [The effects of cyberculture on the prefences and trends of new media users: An application for university students]. Doctoral Dissertation, Istanbul Gelisim University, Institute of Social Sciences, Istanbul. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Koçar, E. (2022). Öğretmen adaylarının medya okuryazarlık düzeyleri ile küresel vatandaşlık düzeyleri arasındaki ilişkinin belirlenmesi [Determining the relationship between pre-service teachers' media literacy levels and global citizenship levels]. Master's Thesis, Firat University Institute of Educational Sciences, Elazig. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Macfadyen, L. P. (2006). The culture(s) of cyberspace. In C. Ghaoui (Ed.), Encyclopedia of human computer interaction (pp. 143-149). Idea Group Reference.
  • Mackinnon, S. E. (1997). Only words: Cyberspace and the law. Harvard University Press
  • McIntyre-Mills, J. J. (2000). Global citizenship and social movements: Creating transcultural webs of meaning for the new millennium. Routledge.
  • Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15(5), 445-466.
  • Çoban, A., & Oral, B. (2020). Bilimsel araştırma yöntemleri ile ilgili temel kavramlar. In B. Oral & A. Çoban. (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştirma yöntemleri [Scientific research methods in education from theory to practice] (pp. 1-43). Pegem Academy.
  • Oxfam (2006). Global Citizenship guides teaching controversial issues. Retrieved from https://www.gcedclearinghouse.org/sites/default/files/resources/180105eng.pdf
  • Öksüzoğlu, M. K. (2022). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık düzeyleri ile günümüz dünya sorunlarına yönelik tutumları arasındaki ilişki [The relationship between pre-service social studies teachers' global citizenship levels and their attitudes towards today's world problems]. Master's Thesis, Firat University Institute of Educational Sciences, Elazig. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Özdemir-Özden, Ö., & Karadağ, Y. (2021). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık düzeylerinin incelenmesi [An investigation of global citizenship levels of preservice social studies teachers]. International Journal of Field Education, 7(2), 12-35.
  • Schmidt, G. B. (2020). The SAGE international encyclopedia of mass media and society. Retrieved from https://sk.sagepub.com/reference/the-sage-encyclopedia-of-mass-media-and-society
  • Tutkun, T. (2019). Küresel vatandaşlık ölçeğinin Türkçeye uyarlama çalışması [Adapting global citizenship scale to Turkish language]. Mediterranean Journal of Educational Research (MJER), 13(27), 46-63. https://doi.org/10.29329/mjer.2019.185.3
  • Uslu, S., & Çetin, M. (2022). Character and values for world citizenship: The case of social studies prospective teachers. International e-Journal of Educational Studies (IEJES), 6(11), 56-69. https://doi.org/10.31458/iejes.1036273
  • Vygotsky, L. S., & Luria, A. (1994). Tool and Symbol in Child Development. In R. Van Der Veer & J. Valsiner (Eds.), The Vygotsky Reader. Blackwell Publishers.
  • Zolo, D. (2007). The rule of law: A critical reappraisal. In P. Costa & D. Zolo (Eds.), The rule of law History, Theory and Criticism (pp. 3-71). Springer Netherlands.

A Study on the Levels of Adoption of Cyberculture and Global Citizenship among Social Studies Teacher Candidates

Year 2024, Volume: 8 Issue: 16, 120 - 130, 21.03.2024
https://doi.org/10.31458/iejes.1424048

Abstract

The research utilized the descriptive survey model, a quantitative research method, with a study group consisting of 172 social studies teacher candidates (131 females, 41 males). As data collection tools in the study, the Cyberculture Adoption/Development Level Scale developed by Koçak (2019) and the global citizenship scale (Global Citizenship Scale –GCS) developed by Morais and Ogden in 2010 were used. The Turkish adaptation, validity, and reliability study of the global citizenship scale was conducted by Tutkun (2019). In addition, a personal information form prepared by the researcher was used. The data analysis involved the use of the Independent Samples t-test, to determine the relationship between participants' scores on the cyber culture adoption level scale and the global citizenship level scale concerning the gender variable. For situations where differentiation was observed based on class, social media usage purpose and internet usage frequency, the One-Way ANOVA was employed for unrelated Samples. The findings of the research indicate that there is no statistically significant difference in the levels of cyberculture adoption and global citizenship among teacher candidates concerning gender and class variables. When examining the variable of social media usage purpose, a statistically significant difference is observed in the global citizenship levels of teacher candidates. In contrast, no statistically significant difference is found in the levels of cyberculture adoption. Regarding the daily internet usage duration variable, no impact is observed on the global citizenship levels of teacher candidates. In contrast, a statistically significant difference is found in the levels of cyberculture adoption.

References

  • Akdemir, N., & Tuncer, C. O. (2021). Siber ansiklopedi: Siber ortama çok disiplinli bir yaklaşım [Cyber encyclopedia: A multidisciplinary approach to the cyber environment]. Pegem Academy.
  • Aktaş, V., & Ayaydın, Y. (2023). Sosyal bilgiler öğretmenlerinin küresel vatandaşlık eğitimi ile ilgili görüşlerinin incelenmesi [Examining the opinions of social studies teachers on global citizenship education]. International Journal of Social Science Research, 12(1), 134-154.
  • Aydemir, D. (2020). Siberfeminizm ve siber kültürde cinsiyet kimliğinin yapıbozumu ve siber kimlikle yeniden inşası [Deconstruction of gender identity and reconstruction of gender identity in cyber culture and cyberfeminism]. Master's Thesis, Graduate School of Education, On Dokuz Mayıs University, Samsun. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Bell, D. (2007). Cyberculture theorists: Manuel castells and donna haraway. Routledge.
  • Benedikt, M. (Ed.). (1991). Cyberspace: First steps. MIT Press.
  • Bostancı-Ege, G. (2012). Siber kültür ve sosyal oyunlar: karşılaştırmalı örneklerle sosyal oyun deneyimi üzerine bir çözümleme [Cyber culture and social games: An analysis on social gaming experience with comparative examples]. Folklore/Literary, 8(72), 5-152. Büyüköztürk, Ş., Kılıç-Çakmak, E., Özcan, E. A., Karadeniz. Ş., & Demirel, F. (2019). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Academy.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications (2nd ed.). Routledge.
  • Çakmak, Z., Bulut. B., & Taşkıran, C. (2015). Sosyal bilgiler öğretmen adaylarının internet kullanım durumları ile küresel vatandaşlık algıları arasındaki ilişkinin incelenmesi [A study on the relationship between global citizenship perceptions and internet use of social studies pre-service teachers]. Adıyaman University Journal of Educational Sciences, 5(1), 99-112.
  • Çetin, M., & Uslu, S. (2022). Sosyal bilgiler öğretmen adaylarinin yenilikçi öğrenmeye ilişkin görüşleri [The opinions of social studies teacher candidates about innovative learning]. International Journal of Eurasia Social Sciences (IJOESS), 13(47), 122-134. https://doi.org/10.35826/ijoess.3090
  • Çoban, A., & Karaca, S. (2015). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık tutum düzeylerinin farklı değişkenler açısından incelenmesi [Global citizenship social studies teachers attitudes level examination in terms of different variables]. The Journal of Academic Social Science, 17(17), 10-22. https://doi.org/10.16992/ASOS.819
  • Çolak, K., Kabapınar, Y., & Öztürk, C. (2019). Sosyal bilgiler derslerini veren öğretmenlerin küresel vatandaşlığa ve küresel vatandaşlık eğitimine bakışları [Social studies courses teachers' views on global citizenship and global citizenship education]. Education and Science, 4(197), 335-352. https://doi.org/10.15390/EB.2019.7721
  • Durmuş, G. (2017). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık ve çokkültürlü eğitime yönelik tutumlarının incelenmesi [Examination of attitudes of social science teacher candidates towards global citizenship and multicultural education]. Master's Thesis. Amasya University, Institute of Social Sciences, Amasya. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Eid, M. (2009). On the way to the Cyber-Arab-Culture: International communication, telecommunications policies, and democracy. In F. J. Ricardo (Ed.), Cyberculture and new media (pp. 69-98). Brill.
  • Field, A. P. (2012). Discovering statistics, Contrast and Post Hoc test for one-way independent anova using SPSS. Retrieved from http://www. statisticshell. com/ docs/ contrasts.pdf
  • Gibson, W. (1984). Neuromancer. Ace Books.
  • Göl, E. (2013). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık tutum düzeylerinin farklı değişkenler açısından incelenmesi [The examination of global citizenship attitude levels of social studies nominee instructors according to different variants]. Master's Thesis, Ahi Evran University, Institute of Social Sciences, Kırşehir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
  • Gunkel, D. J. (1998). Virtually transcendent: Cyberculture and the body. Journal of Mass Media Ethics. 13(2). 111-123. https://doi.org/10.1207/s15327728jmme1302_5
  • Gül, Y. E. (2020). Üniversite öğrencilerinin küresel vatandaşlık ve sivilleşme düzeylerinin incelenmesi. [Investigation of global citizenship and civilization levels of university students]. Dialectologist - International Journal of Social Sciences], 25, 191-202.
  • Gündüzalp, C. (2021). Üniversite çalışanlarının dijital veri ve kişisel siber güvenlik farkındalıkları (bilgi işlem daire başkanlıkları örneği) [University employees’ awareness of digital data and personal cyber security (A case study of IT departments). Journal of Computer and Education Research, 9(18), 598-625. https://doi.org/10.18009/jcer.907022
  • Güzel, E. (2016). Dijital kültür ve çevrimiçi sosyal ağlarda rekabetin aktörü: Dijital habitus [Digital culture and the actor of competition in online socialnetworks: Digital habitus]. Gümüşhane University e-Journal of Faculty of Communication, 4(1), 82-103.
  • Kan, Ç. (2009). Sosyal bilgiler eğitiminde küresel vatandaşlık. [Global citizenship in social studies education]. Pamukkale University Journal of Education, 26(26), 25-30.
  • Karaca, S. (2021). Bilimsel araştırma yöntemleri [Scientific research methods]. Gazi Bookstore.
  • Kavuşan, S. (2023). Küresel vatandaşlık yaklaşımı bağlamında sosyal bilgiler öğretim programı ve ders kitapları [Social studies curriculum and textbooks in the context of global citizenship approach]. Master's Thesis, Ankara University, Institute of Educational Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Kaya, B., & Kaya, A. (2012). Teknoloji çağında öğretmen adaylarının küresel vatandaşlık algıları [Teacher candidates' perceptions of global citizenship in the age of technology]. Sakarya University Journal of Education, 2(3), 81-95. Koca, A. (2013). Ardışık çoklu karşılaştırma testlerinden fdr testi üzerine bir simülasyon uygulamasi [A simulation application on FDR test, a sequantial multiple comparison tests]. Master's Thesis, Afyon Kocatepe University, Institute of Science, Afyonkarahisar. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Koçak, D. (2019). Siber kültürün yeni medya kullanıcılarının tercih ve eğilimleri üzerine etkisi: Üniversite öğrencilerine yönelik bir uygulama [The effects of cyberculture on the prefences and trends of new media users: An application for university students]. Doctoral Dissertation, Istanbul Gelisim University, Institute of Social Sciences, Istanbul. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Koçar, E. (2022). Öğretmen adaylarının medya okuryazarlık düzeyleri ile küresel vatandaşlık düzeyleri arasındaki ilişkinin belirlenmesi [Determining the relationship between pre-service teachers' media literacy levels and global citizenship levels]. Master's Thesis, Firat University Institute of Educational Sciences, Elazig. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Macfadyen, L. P. (2006). The culture(s) of cyberspace. In C. Ghaoui (Ed.), Encyclopedia of human computer interaction (pp. 143-149). Idea Group Reference.
  • Mackinnon, S. E. (1997). Only words: Cyberspace and the law. Harvard University Press
  • McIntyre-Mills, J. J. (2000). Global citizenship and social movements: Creating transcultural webs of meaning for the new millennium. Routledge.
  • Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15(5), 445-466.
  • Çoban, A., & Oral, B. (2020). Bilimsel araştırma yöntemleri ile ilgili temel kavramlar. In B. Oral & A. Çoban. (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştirma yöntemleri [Scientific research methods in education from theory to practice] (pp. 1-43). Pegem Academy.
  • Oxfam (2006). Global Citizenship guides teaching controversial issues. Retrieved from https://www.gcedclearinghouse.org/sites/default/files/resources/180105eng.pdf
  • Öksüzoğlu, M. K. (2022). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık düzeyleri ile günümüz dünya sorunlarına yönelik tutumları arasındaki ilişki [The relationship between pre-service social studies teachers' global citizenship levels and their attitudes towards today's world problems]. Master's Thesis, Firat University Institute of Educational Sciences, Elazig. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Özdemir-Özden, Ö., & Karadağ, Y. (2021). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık düzeylerinin incelenmesi [An investigation of global citizenship levels of preservice social studies teachers]. International Journal of Field Education, 7(2), 12-35.
  • Schmidt, G. B. (2020). The SAGE international encyclopedia of mass media and society. Retrieved from https://sk.sagepub.com/reference/the-sage-encyclopedia-of-mass-media-and-society
  • Tutkun, T. (2019). Küresel vatandaşlık ölçeğinin Türkçeye uyarlama çalışması [Adapting global citizenship scale to Turkish language]. Mediterranean Journal of Educational Research (MJER), 13(27), 46-63. https://doi.org/10.29329/mjer.2019.185.3
  • Uslu, S., & Çetin, M. (2022). Character and values for world citizenship: The case of social studies prospective teachers. International e-Journal of Educational Studies (IEJES), 6(11), 56-69. https://doi.org/10.31458/iejes.1036273
  • Vygotsky, L. S., & Luria, A. (1994). Tool and Symbol in Child Development. In R. Van Der Veer & J. Valsiner (Eds.), The Vygotsky Reader. Blackwell Publishers.
  • Zolo, D. (2007). The rule of law: A critical reappraisal. In P. Costa & D. Zolo (Eds.), The rule of law History, Theory and Criticism (pp. 3-71). Springer Netherlands.
There are 39 citations in total.

Details

Primary Language English
Subjects Social Studies Education
Journal Section Research Article
Authors

Şükran Geçgel 0000-0002-7582-6291

Early Pub Date March 18, 2024
Publication Date March 21, 2024
Submission Date January 22, 2024
Acceptance Date March 18, 2024
Published in Issue Year 2024 Volume: 8 Issue: 16

Cite

APA Geçgel, Ş. (2024). A Study on the Levels of Adoption of Cyberculture and Global Citizenship among Social Studies Teacher Candidates. International E-Journal of Educational Studies, 8(16), 120-130. https://doi.org/10.31458/iejes.1424048

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