Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21^st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.

The aim of this study is to examine the motivation levels and future expectations of preservice teachers studying in Mathematics and Science Teaching Departments comparatively. The population of study consisted of preservice teachers studying at Mathematics and Science Teaching Departments at Education Faculties of Mehmet Akif Ersoy University and Akdeniz University. The sample consisted of 470 preservice teachers. In research, the correlational survey model was used. Research data were collected with "Adult Motivation Scale" and "Future Expectations Scale". In data analyzing, statistics package program was used. Accordingly, t-test was used for variables with two categories and One Factor Analysis of Variance (ANOVA) was used for more than two categories. Sheffe multiple comparison test was used if it was significant. Pearson Correlation was used to determine whether there is a significant relationship between preservice teachers' motivation levels and future expectations. According to analysis results, motivation levels of preservice teachers were found to be high. Likewise, it was concluded that preservice teachers' expectations for future were highly positive. In preservice teachers' motivation levels and expectations for future, gender, major, type of high school they graduated and major satisfaction they study were found to be effective.

This study aims to determine the expectations of university students on the part of the Higher Education System and to what extent these expectations are met. Phenomenological approach, which is counted among qualitative research models, was utilized as the research model. The data obtained from student interviews were analyzed by content analysis. Findings were presented as themes and categories. The research participants consist of 21 students studying at different universities and programs in the 2020-2021 academic year. This study ascertained that the opinions of participating students in terms of themes, categories and codes and their satisfaction levels vary depending on the university they attend. Students expect from the Higher Education System that it enables them to get to their dream job, curricula and materials based on their needs, qualified lecturers, a foreign language education, academic freedom, a democratic environment, equal opportunities in education, an substructure, socio-cultural and physical-material opportunities, international interaction, practice-oriented opportunities for training/internship and participation in administration. The faculty or program choice is highly determined by the condition of a country, the gained scores in the central examination system, surroundings, offered orientation assistances in secondary education, the quality-perceptions of students related to universities, acquisition of employment and the sufficiency of universities to acquire a profession. Findings of this research made clear, that the level of The Higher Education System responding to the expectations of the students differs according to the possibilities of universities.

The purpose of this paper is to investigate how higher secondary music school students experience teaching, programs, and educational processes in music schools, which are the shortcomings and what are the suggestions for improving the system. The results show high satisfaction with attending music school related to the purpose of future professional orientation. Students see improvements in choosing more modern teaching topics, greater connection with practice, more time for student creativity, and work on improving teachers’ pedagogical skills. The results of this research could be used to accelerate the introduction of curriculum teaching and the National Curriculum for Art Education as a relevant document in music schools in the Republic of Croatia. Also, regardless of the inertia of the educational system, teachers can plan their teaching according to these results that will reconcile their ideas, methodological and didactic laws, and student expectations to contribute to greater motivation of their students.