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Obrazovna inkluzija je tema koja je relevantna za pedagogijski i društveni kontekst, a posebice za suvremene odgojno-obrazovne reforme. Uključivanje ili inkluzija je zahtjev koji je koncepcijski nazvan odgoj i obrazovanje za sve. U širem smislu riječi, obrazovna inkluzija se odnosi na uključivanje djece i odraslih koji su zbog psihofizičkih, socijalnih, kulturnih, odgojno-obrazovnih mogućnosti, etničkih i drugih razlika podložni socijalnoj isključenosti, izloženi socijalnoj marginalizaciji, a time obespravljeni i ranjivi. U užem smislu riječi, inkluzija je zahtjev kojim senaglašava da je svako dijete ma pravo na obrazovanje u skladu s svojim mogućnostima. U okviru Deklaracije o ljudskim pravima iz 1948. godine se proklamira i postavlja uvjet za ostvarenje temeljnog prava čovjeka, a to je prava na besplatno osnovno obrazovanje za svu djecu. Zemlje Europe i svijeta naglašavaju važnost inkluzije u obrazovanju na svim razinama odgojno-obrazovnog sustava kroz nacionalne kurikulume i druge dokumente obrazovne politike. Obrazovna inkluzija je zahtjev koji proširuje i produbljuje odgojni model integracije djece s teškoćama u razvoju u redovno školovanje. ; Inclusive education is a relevant theme in the pedagogical and social context. It has a special meaning towards the new educational reforms. Inclusion is a demand that is conceptually known as education for all. In broader meaning, educational inclusion relates to the inclusion of the children and the adults who were socially excluded and exposed to social marginalization due to psychophysical, social, cultural, educational, ethnical and other differences by which they were deprived of their rights. In the narrow sense inclusion is a demand which emphasizes that every child is ready to train in accordance with the possibilities in the school as the education institution.The Declaration of Human Rights Act of 1948 defines the right on education as a fundamental human right of every child and every adult. Inclusive education with the meaning that everybody is involved in education is clearly defined and determined in The Salamanca Statement and Framework for Action in 1994 that promotes the right of every child that regardless of his/her physical, intellectual, emotional, social, linguistic or other conditions should be involved inthe regular schools. Educational inclusion with previously mentioned meaning constitutes the demand that broadens and deepens the educational model to integrate children with disabilities into educational system. In consistence with above-mentioned, in this paper, the differences between the integrated education and the inclusive education will be shown. By identifying the significance of inclusion for social development in European countries and in the world, it is its importance and role in educational system that is emphasised.

ÖZETAVRUPA EĞİTİM ALANI'NIN OLUŞTURULMASI: TÜRK YÜKSEKÖĞRETİMİ ÖRNEĞİBu tezin temel sorunsalı, AB'nin doğrudan bir baskısı bulunmadığı politik alanlarda, ulusal düzeyde politika yayılımının nasıl gerçekleştiğidir. Bu çalışma Avrupa Eğitim Politikası alanına yoğunlaşmakta ve politikanın gelişimi özellikle, 1999 yılından beri yürürlükte olan Bologna Süreci'ne odaklanılarak incelenmektedir. Çalışmanın hedefi Avrupa Eğitim Alanı'nın nasıl oluştuğunu göstermek ve bu alanın ilkelerini tespit etmektir. Çalışma, politika yayılım sürecinin bir kaynağı olarak Avrupa Eğitim Alanı üzerinde durduktan sonra bir vaka çalışması olarak Türkiye'yi ele almakta ve eğitim alanı ilkelerinin bu ülkede nasıl yayıldığını tahlil etmektedir. Bu nedenlerle, çalışmada şu sorulara cevap aranmıştır: Avrupa Eğitim Alanı nasıl inşa edilmektedir? Hangi yollar ve sebeplerle alanın ilkeleri ulusal seviyeye nüfuz etmektedir? Teorik çerçevesi 'sosyal yapısalcılık' üzerine kurulmuş olan bu çalışmanın kavramsal çerçevesi Avrupalılaşma literatüründen yararlanmaktadır. Çalışmada, eğitim politikası alanında Avrupalılaşma'nın yatay bir süreç olduğu; değişim yönünde baskının nispeten daha az doğrudan olduğu savunulmaktadır.Anahtar Kelimeler: AB Eğitim Politikası, Bologna Süreci, Avrupalılaşma, Soysal İnşacılık, Türk YükseköğretimiABSTRACTCONSTRUCTING THE EUROPEAN EDUCATION SPACE:THE CASE OF TURKISH HIGHER EDUCATIONThe main concern of this dissertation is to explain how policy diffusion occurs in policy areas at the EU level when there is no direct pressure. The study focuses on European educational policy and traces the evolution thereof, specifically focusing on the Bologna Process that was launched in 1999. After focusing on the source of the diffusion process, which is the European educational space, the dissertation takes Turkey as a case study, analysing how the norms of the educational space have diffused in this country. Thus, the study aims at answering the following questions: How is the European educational space constructed? How and why the norms of the space diffuse to the national level? In terms of the theoretical framework, the study bases itself on social constructivism. The conceptual framework is drawn upon the literature on Europeanization. Europeanization in educational policy is argued to be a horizontal process, where pressure for change is less direct. Keywords: EU Educational Policy, Bologna Process, Europeanization, Social Constructivism, Turkish Higher Education

Problem je ovoga istraživanja nedovoljno učinkovit način obrazovanja vođa u poslovnim školama. Iako je potreba za vođama u svijetu sve veća, vjeruje se da je neadekvatno obrazovanje u poslovnim školama doprinijelo sustavnom nedostatku vodstva, što je dovelo do financijske i moralne globalne krize. Smatra se da poslovne škole u svojim obrazovnim programima premalo pažnje posvećuju etici i sustavu vrijednosti. Međutim, uz univerzalne principe vodstva, svako društvo i kultura moraju definirati svoje potrebe vodstva i "otkriti" svrhu, način djelovanja i upotrebu moći. Stoga je cilj ovoga istraživanja izraditi prijedlog učinkovitog kurikuluma za obrazovanje vođa u hrvatskim poslovnim školama. Šira je društvena svrha aktualizacija teme vodstva i obrazovanja za vodstvo kao nasušne potrebe hrvatskog društva na svim razinama. Za potrebe teorijskog dijela rada provedeno je sekundarno istraživanje znanstvene i stručne literature, stranih i domaćih autora. Objašnjeni su pojam, definicije i karakteristike vodstva te iznesen povijesni pregled raznih teorija i pristupa vodstvu. Naveden je kratki pregled istraživanja o učinku kulture i njezinom utjecaju na obrazovanje za vodstvo. Opisan je primjer dobre prakse u kreiranju i praćenju uspješnosti obrazovnih politika i strategija te neki obrazovni programi vodstva i njihov utjecaj na razvoj vođa. Na temelju spoznaja dobivenih iz provedenog sekundarnog istraživanja, kreiran je prijedlog kurikuluma za obrazovanje vođa koji nedostaje u Hrvatskoj. Predloženi višeslojni model temelji se na multidisciplinarnom znanju utemeljenom u tradiciji poslovnih škola i humanističkih znanosti, tako da potiče razvoj analitičkih, konceptualnih, međuljudskih i praktičnih vještina. Posebna je važnost dana praksi, coachingu i mentorskom pristupu kao alatima pomoću kojih se studentima omogućava iskustveno učenje. Inovativnim vježbama i praksom studente se priprema da budu transformacijski vođe koji će znati učinkovito komunicirati viziju i misiju svojim suradnicima i sljedbenicima. Posebno je naglašena globalna perspektiva i potreba za integracijom etike i sustava vrijednosti u svaki dio obrazovnog procesa. ; The focus of this study is on leadership education in business schools which is not effective enough. Although the global demand for leaders is growing, it is believed that the inadequate education in business schools contributed to the systemic failure in leadership that led to the current global financial and moral crisis. It is thought that business schools do not pay enough attention to ethics and the system of values. However, in addition to the universal principles of leadership every society and culture has to define their own leadership needs in order to 'discover' the purpose, mode of operation and use of power. Therefore, the aim of this research is to propose an effective curriculum for leadership education in Croatian business schools. A broader social objective is to promote the topic of leadership and education for leadership as the fundamental need of the Croatian society at all its levels. Secondary research of scientific and professional literature by Croatian and other authors was conducted for the theoretical part of the paper. The concept, definitions and characteristics of leadership are explained and a historical overview of various leadership theories and approaches is given. The paper gives a short overview of the research on culture and its impact on leadership education. An account of good practice is given concerning the establishment and monitoring of educational policies and strategies and some educational programmes for leadership and their influence on the development of leaders. A curriculum proposal is formulated for the education of Croatian leaders on the basis of insight gained from the secondary research. The proposed multilevel model is based on the multidisciplinary knowledge founded in the tradition of business schools and humanistic sciences so that it stimulates the development of analytical, conceptual, interpersonal and practical skills. Special importance is placed on practice, coaching and mentoring as the tools for students to learn from experience. By means of innovative assignments and practice students are prepared to become transformational leaders who will be able to effectively communicate the vision and mission to their co-workers and followers. Global perspective is emphasised as well as the need to integrate ethics and the system of values in every aspect of the educational process.

The aim of the article is to present the development of the TILKA education model. This new L1 and L2 teaching model integrates language and literature teaching through research and activity, as well as the principles and methods of intercultural education and transactional analysis. Our main research question during the model development was how nonviolent communication can be included into the intercultural language teaching. The analysis of various discourses (science, tourism, politics, literature) with regard to intensity modification has shown that verbal aggressiveness can be related to the expression of intensity modification. Building the competence of nonviolent communication with the use of specific intensity modificators can be included into the language teaching model as one of the most important intercultural goals. ; Cilj članka je predstaviti razvoj odgojnog modela TILKA. Taj novi model nastave materinskog/prvog i stranog/drugog jezika s jedne strane obuhvaća poduku jezika i književnosti s pomoću istraživanja i aktivnosti, a s druge spaja smjernice i metode interkulturnog odgoja i transakcijske analize. Naše najvažnije istraživačko pitanje vezano je uz nenasilnu komunikaciju koja bi mogla postati sastavni dio interkulturne jezične nastave. Da bismo odgovorili na pitanje kako uključiti nenasilnu komunikaciju u okvir interkulturne jezične nastave, analizirali smo četiri različita diskursa (znanost, turizam, politika, književnost) iz perspektive modifikacije intenziteta. Analize su pokazale da je verbalna agresija povezana s modifikacijom intenziteta u jeziku. Kod nenasilne komunikacije modifikatori koji jačaju intenzitet prisutni su samo onda kad postoje realna potreba i mogućnost da se pojača argument. Inače se više upotrebljavaju modifikatori za slabljenje argumenta koji uspostavljaju neku racionalnu distancu prema sadržaju i primatelju poruke. Kompetencija nenasilne komunikacije sa specifičnom upotrebom modifikacije intenziteta može biti uključena u jezičnu nastavu kao jedan od najvažnijih interkulturnih ciljeva.

Today, new communication technologies, which are used very actively in almost all areas of life, have brought about creation of the new communication platforms. These technologies, which build new processes especially in terms of the rapid and easy dissemination of information, are indispensable for the people. The field of education has also been heavily influenced by new technological developments and a wide variety of different education systems connected to technological tools have emerged. These structures, which are defined as distance education systems and created as a result of the union of new communication technologies and the field of education, continue to become widespread day by day in Turkey and in the world. When the studies in the literature are examined, the concepts of communication and interaction come forward as the main problem of distance education systems, and the similarity of the education process and the communication process draws attention. When looking at both processes, the feedback mechanism functions as a control. Therefore, success cannot be achieved in a process without this feedback mechanism. In addition, the person who is going to teach should have the skills to effectively manage the communication process. Distance education systems have an important place, especially at the higher education level. These systems, which have become competitors of traditional education systems, are a very current topic. In the study, starting from the concept of new communication technologies, the relationship between these technologies and distance education systems was emphasized and the necessity of the concepts of communication and interaction for distance education systems was emphasized. Within the scope of the research, the distance education portal of Fırat University was examined by using the descriptive analysis method, and the problems experienced in this process were determined and suggestions were made to solve these problems.

Autor u članku analizira Europski kvalifi kacijski okvir kao važan komunikacijski i regulatorni instrument usklađivanja obrazovnih politika, te odnos hrvatske obrazovne politike prema ovoj inicijativi. Autor ovaj proces smješta unutar Lisabonske strategije s posebnim naglaskom na policy prostor, proces i glavne aktere. Pri tome polazi od različitih određenja europeizacije i važnosti policy mreža. Uvođenje Europskog kvalifi kacijskog okvira analizira kao dio procesa europeizacije nacionalne obrazovne politike. Na kraju daje prikaz osnovnih obilježja kvalifi kacijskog okvira i osnovna obilježja hrvatske obrazovne politike koja se očituju tijekom provedbe ove inicijative. ; In the article, the author analyses the European Qualifi cation Framework as an important communication and regulatory instrument of harmonising education policies, and the relation of Croatian education policy to this initiative. He places this process within the Lisbon Strategy with a special emphasis on the policy area, process and main actors. In doing so, the author proceeds from diff erent defi nitions of Europeanisation and the importance of policy networks. The introduction of the European Qualifi cation Framework is analysed as part of the Europeanisation process of national education policy. Finally, he outlines some fundamental characteristics of the Qualifi cation Framework and the basic features of Croatian education policy manifested during the implementation of this initiative.

İçinde bulunduğumuz yüzyılda, eğitim ve onun yükselen değerleriyle yeni bir inşa dönemi başlamıştır. Avrupa Birliği, bu sürece kayıtsız kalamamış; Birlik olmanın getirdiği öncelikler olan sanayi, ticari, politik, güvenlik ve temel haklar konularında başladığı bütünleşme çabalarına eğitimle devam etmiştir. Eğitim başlığı, Birlik için önemli bir konudur. Birliğin gelişimi incelendiğinde eğitimin özellikle ekonomi politikalarıyla ilintisi dikkat çekmektedir. AT aşamasında mevcut ekonomik koşullar Topluluğun ilgisini ekonomik gelişmeye ve kalkınmaya ve diğer bazı alanlara çekmiştir. Bu ilginin Birliğin elli yılına mal olduğu düşünülmektedir. Sosyoekonomik gelişmelerle beraber gelişen Birlik özellikle seksenli yılların başlangıcıyla beraber eğitim politikalarına oldukça önem vermeye başlamış; iki binli yıllarla beraber politikaların ve programların meyvelerini toplamaya başlamıştır. Bu sonuçlar ise ?Avrupalılaşma? ve bir ?Avrupa Kültürü? inşa etme çabalarında Birliğin aldığı yolu en açık bir biçimde göstermektedir. ; In our century, with education and its upgrade values, a new construction period has begun. European Union has not been indifferent to this process; it has kept on the integration efforts in the areas of industry, commerce, politics, security and fundamental rights, which are the priorities coming with being a union, with education. The title of ?Education? is an important issue for Union. When looked at the progress of Union, it calls attention the relation of education with especially economy politics. At the time of European Community, the present economic conditions have attracted Community?s attention to economical progress and development and some other areas. It is thought that this attention has cost fifty years for Union. Union that develops together with socio?economic progression has attached importance considerably to education politics with especially the beginning of 1980s; together with 2000s, it has begun to take the results of politics and programs. As for these results show clearly the distance that Union gains in the efforts of constructing ?European Culture? and in ?Europeanization?.

In this study, between 2015 and 2021, graduate thesis on religious education in Turkey was examined in terms of different variables such as genre, year, university, method and subject. In the research, the screening model was adopted and literature review and document examination methods were used. In this sense, the study is a holistic study. In the study, it was observed that there were 287 graduate studies registered in the National Thesis Center database of the Department of Publication and Documentation of the Turkish Higher Education Board. While 277 of these studies are registered in the Department of Religious Education, 10 are postgraduate studies on religious education, which are determined by selecting "education and training" subjects in the Department of Philosophy and Religious Sciences. 229 master's and 58 doctoral thesis studies were examined and evaluated in the frame. As a result of the research, "master's" according to the program type variable, "qualitative research" according to the method variable, "widespread religious education" according to the subject variable, "Marmara University" according to the university variable come to the forefront in graduate studies. However, in recent years, it has been seen that applied research approaches in terms of new subject orientations and methods have accelerated in graduate studies on religious education.