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    EVALUATION OF PRACTICES IN THE EDUCATION PROCESS IN THE CONTEXT OF AGENDA SETTING THEORY
    (Scientia Socialis, 2024) Oteles, Ulku Ulukaya; Evcimen, Fatima Betul Demir; Kocoglu, Erol; Avcu, Kubra Melis
    In today's world, where the internet-based digitalization process has gained momentum, increasing the quality of learning in the educational process can be achieved by associating the transferred achievements with current topics and news in written and visual media by the teacher of the course, thus increasing the attention level of the learners in the learning environment. This situation, which shows the impact of the agenda on the educational process, increases the awareness level of the learners regarding the time period in which they live, the environment and the events that occur. In this direction, this study aimed to identify and evaluate the practices in the education process in the context of agenda setting, in line with teachers' opinions. This study, which was carried out with the phenomenology pattern, one of the qualitative research methods, was conducted with 30 teachers working in public schools. The data of the research were collected with a semi-structured interview form. The data obtained was analyzed with content analysis. As a result of the study, it was determined that the practical reflections of the activities prepared by the teachers based on the agenda setting theory were not sufficient in the context of learning.
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    THE EFFECT OF CRITICAL THINKING PRACTICES ON DIGITAL FOOTPRINT
    (Scientia Socialis, 2025) Evcimen, Fatima Betul Demir; Oteles, Ulku Ulukaya; Kocoglu, Erol
    Individuals equipped with critical thinking skills are capable of evaluating the consequences of their actions in digital environments and ensuring their personal safety while actively using technology. This study aims to examine the impact of critical thinking practices on reducing the digital footprints of prospective teachers. The research was designed as a quasi-experimental study with a pretest-posttest control group model. The study group consisted of 66 pre-service teachers enrolled in the fourth year of the Social Studies Teacher Education Program in T & uuml;rkiye during the fall semester of the 2022-2023 academic year. Over a five-week implementation period, the experimental group (n=32) received critical thinking instruction aimed at minimizing digital footprints, while the control group (n=34) continued with the standard curriculum. Data were collected using the Survey on Higher Education Students' Use of Digital Media, a semi-structured interview form, and a peer assessment form, all developed by the researchers. The findings revealed a statistically significant improvement in the experimental group regarding digital footprint reduction. Additionally, data obtained from the peer assessments and interviews supported the quantitative findings, demonstrating the positive impact of critical thinking practices.