CURRENT ISSUES IN 21ST-CENTURY EDUCATION

PREFACE

Preface

Education systems are undergoing a profound transformation in response to the rapidly evolving social, technological, and global dynamics of the twenty-first century. Within this context, it has become essential to examine how teachers, school leaders, and policymakers adapt to these changes. Education today extends beyond the mere transmission of knowledge, requiring the development of multidimensional competencies such as critical thinking, rights awareness, sustainability consciousness, and lifelong learning. In this regard, the present volume seeks to contribute to the field by bringing together current and original research that addresses this transformation from multiple perspectives, offering both theoretical insights and practical implications.

The studies included in this book highlight diverse focal areas within the field of educational sciences. The opening chapter presents a document analysis of research on critical thinking, identifying prevailing trends, methodological limitations, and areas for further development—particularly in relation to teachers and school leaders. It emphasizes the importance of prioritizing critical thinking-oriented professional development for school leaders in order to foster a systematic culture of critical inquiry within educational institutions.

Another study examines the role of primary school teachers in supporting students’ abilities to recognize, protect, and advocate for their rights, underscoring the necessity of a rights-based approach to education. A further contribution explores the relationships among teachers’ professional learning processes, self-efficacy perceptions, and organizational learning, concluding that professional development initiatives should adopt a holistic and supportive approach that integrates these dimensions.

From a theoretical perspective, one chapter demonstrates that transformation in educational sciences is not merely pedagogical but represents a multilayered process deeply intertwined with social, cultural, and technological developments. Another study evaluates the mathematics curriculum through the lens of Realistic Mathematics Education, offering critical insights into how educational policies are translated into classroom practice.

Additionally, research investigating the effectiveness of a game-based application designed to enhance sustainability awareness reveals that innovative teaching approaches significantly contribute to students’ cognitive and affective development, promote active participation, and facilitate the internalization of sustainable development goals through a sense of social responsibility. The final study examines the impact of teachers’ perceptions of work autonomy on teacher leadership behaviors, demonstrating that increased autonomy strengthens leadership roles and encourages more active engagement in teaching and learning processes.

This book addresses a broad spectrum of educational topics and aims to serve as a comprehensive resource for researchers, teachers, school leaders, and policymakers. Given the dynamic nature of education, it is our hope that these studies will stimulate further discussion and provide guidance for both research and practice.

We would like to express our sincere gratitude to all contributing authors for their valuable work and dedication. We hope this volume offers readers an insightful and inspiring experience.