International Journal of Contemporary Educational Research

The Relationship Between Teachers' Intergenerational Knowledge Sharing and Schools' Learning Organization Profiles

Tuğba Zişan Şensoy, Soner Polat — Tue, 30 Dec 2025 00:00:00 +0300

The study aims to explore the relationship between teachers' perceptions of intergenerational knowledge sharing and the learning organization profile of schools. This study employed a correlational research design. The data were collected through "Intergenerational Knowledge Sharing Scale" and "Learning Organization Profile Scale". Data were collected using online survey. A total of 683 teachers participated in the survey and after removing outliers, 636 responses were analysed. The research findings indicate teachers' perception level of the intergenerational knowledge sharing and level of organizational profile of school’s variables are above the moderate level. The results of correlation analysis showed a low but significant relationship between the levels of knowledge sharing across generations and the learning organization profile of schools.

Scaffolding Preservice Teachers’ Professional use of Social Media Spaces: A Scholarship of Teaching and Learning (SoTL) Project

Crystal Machado, Farheen Mahmood — Tue, 30 Dec 2025 00:00:00 +0300

A growing number of Higher Education Faculty (HEF) are reimagining how they create learning spaces that prepare learners for rapid, complex, and uncertain societal transitions. Some have begun to embrace online, blended, and hybrid delivery models. Others are extending the metaphorical walls of their classrooms to include social media for formal and informal experiential learning. This paper is part of a more extensive Scholarship of Teaching and Learning (SoTL) mixed method study, a proven and practical approach conducted at a university in rural Pennsylvania, US. We briefly describe survey data that yielded Contextual Knowledge (XK) related to 215 PSTs’ use of instructional technology and SM, personally or academically, in high school or college. Next, we describe how Author 1 used preliminary findings to redesign the digital instructional technology course that 17 education majors take during their freshman or sophomore year. The revised course provides PSTs with a (Socio)Material space mutually shaped by SM, teaching methods, and contexts. We describe how PSTs used three Performance-based Playlists to guide transition and professional engagement with teachers, principals and professional organizations on Facebook, X (previously called Twitter), and Instagram. Qualitative data collected after each situated learning experience highlights how this (Socio)Material space increased PSTs’ access to diverse voices and concerns, nurtured relationships, and enhanced their social awareness, responsibility, and accountability. This paper illustrates how educators can use the SoTL approach to learn more about students’ XK before making curricular changes. It also illustrated how discipline-specific Performance-based Playlists can be used to scaffold transitions, including, but not limited to, SM.

Adaptation Of The Digital Maturity Inventory Into Turkish: A Study Of Validity And Reliability

Ebru Polat — Tue, 30 Dec 2025 00:00:00 +0300

The aim of this study is to adapt the Digital Maturity Inventory, originally developed by Laaber et al. (2023), into Turkish and to examine its psychometric properties. As part of the adaptation process, the original English version was translated into Turkish using the back-translation method. The Turkish version of the inventory was administered to 879 undergraduate students from two universities located in the eastern and southern regions of Türkiye across three different time points. Confirmatory Factor Analysis (CFA) was conducted on data collected from 348 students, and the results confirmed the original ten-dimensional structure of the inventory. For criterion-related validity, the Digital Literacy Scale and the Mobile Information Security Awareness Scale were administered to 281 students, and correlation coefficients were calculated. Reliability evidence was evaluated through internal consistency coefficients and composite reliability values. Additionally, to assess the temporal stability of the inventory, it was re-administered to a subsample of 228 students from the CFA group, and test-retest reliability was calculated. The findings indicate that the Turkish version of the Digital Maturity Inventory is a valid and reliable measurement tool.

The TikTok Performances of Secondary ELA Teachers

Lauren May, Heather Wright — Tue, 30 Dec 2025 00:00:00 +0300

This paper describes a study on popular TikTok video content generated by secondary English Language Arts (ELA) teachers. We examined the TikTok videos through the frameworks of Goffman’s (1956) performances. The top 20 most-liked videos on 50 public secondary ELA teacher TikTok accounts were collected via three approaches and systematically reviewed. The categories of examined content were re-enactments, teacher tips, non-teacher related, trends, responding to comments/audience, and health. The findings reflect that TikToks are serving as performances that provide fronts, dramatic realizations, and idealizations for viewers and their understanding of the ELA teaching profession. These TikToks can be utilized to support current and aspiring ELA teachers.

The Development and Validation of the Academic Mobbing Scale (AMS): The Case of Türkiye

Mehmet Emin Önder, Necati Cemaloğlu — Tue, 30 Dec 2025 00:00:00 +0300

The Academic Mobbing Scale (AMS) was explicitly designed to evaluate workplace mobbing experiences within academic settings systematically. Following an exploratory factor analysis (EFA), the scale was found to comprise a six-factor structure that accounts for a significant portion of the variance in mobbing experiences. The identified dimensions of the scale are as follows: “Communication and Relationship Barriers”, “Barriers to Academic Work and Responsibilities, “Degradation and Discrimination”, “Withholding of Resources”, “Violence and Harassment”, and “Cyber Mobbing”. The scale comprises 32 items and was developed following an extensive pilot study to ensure its relevance and effectiveness. The psychometric properties of the AMS were assessed, and Cronbach's alpha coefficients indicated strong internal consistency. Specifically, the alpha values for the subscales were .93, .91, .88, .80, .83, and .72, respectively, with an overall scale reliability coefficient of .95. These results suggest that the AMS is a reliable tool for understanding the nuances of mobbing behaviours affecting academics. The Academic Mobbing Scale aims to facilitate a comprehensive understanding of the phenomenon by capturing various mobbing outcomes.