This study examines Turkish teachers' perceptions and knowledge of the European Union (EU) in the context of cultural, political, and educational impacts. Utilizing a descriptive survey design, data were collected from 484 teachers working in Kocaeli during the 2024–2025 academic year. A validated survey instrument, including the European Union Perception Scale, was employed to evaluate anxiety, perceived contributions, and cultural concerns regarding the EU. Descriptive and inferential statistical methods were applied for analysis.

Findings revealed a significant level of anxiety among teachers regarding the EU, with an arithmetic mean of 4.00 (SD = 0.81) on the anxiety dimension. Perceived contributions and cultural factors yielded mean scores of 3.26 (SD = 0.95) and 3.07 (SD = 1.22), respectively, indicating neutrality and uncertainty. Teachers expressed skepticism toward the EU's commitment to Turkey, with 78.9% perceiving insincerity in the prolonged membership process. Furthermore, concerns about cultural impacts were prominent, as 39.5% feared potential harm to Turkish cultural norms.

The study underscores the complex relationship between Turkey and the EU, shaped by cultural identity and geopolitical dynamics. Teachers' perspectives highlight the need for informed engagement with EU principles while preserving national traditions. These findings suggest that improving teachers' political and cultural literacy may alleviate concerns and foster constructive dialogue on EU integration.

This research aims to develop a valid and reliable measurement tool for teachers’ STEAM (Science, Technology, Engineering, Art, and Mathematics) and entrepreneurship skills. While STEAM education aims to develop students’ 21st-century skills, such as problem-solving, creativity, and collaboration, with an interdisciplinary approach, entrepreneurship education encourages transforming these skills into value-added products. Research: It was conducted with 146 teachers in Turkey, Spain, Portugal, Greece, Lithuania, and Italy who are actively teaching in branches in the field of STEAM. The study used the expert opinion method to ensure appearance and scope validity, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to ensure construct validity as a result of AFA obtained a measurement tool consisting of 37 items and four factors (interdisciplinary cooperation, entrepreneurial skills, risk-taking and decision-making, creativity and innovation), which explains 72.42% of the total variance value. As a result of CFA, it was determined that 37 items and the four-factor model obtained in AFA had the desired and sufficient fit indices. Cronbach’s Alpha coefficient confirmed the reliability of the scale. Cronbach’s Alpha coefficients of interdisciplinary cooperation, entrepreneurial skills, risk-taking and decision-making, creativity, and renewal factors in the scale were determined as .935, .935, .960, and .961, respectively, and Cronbach’s Alpha coefficient for the whole scale was determined as .977. In light of these findings, it can be said that the STEAM+E (Entrepreneurship) Skills Scale for Teachers is a valid and reliable measurement tool.

The purpose of the research is to evaluate the practice of reducing class hours in the 2024-2025 academic year in Istanbul, according to the opinions of teachers working at primary, secondary and high school levels and in different branches. The study group was created using the maximum diversity sampling method. The working group consists of teachers working in 2 primary schools, 2 secondary schools and 2 high schools in Sultanbeyli district of Istanbul. 35 people from 11 different branches participated in the study. In this study, which was conducted with the qualitative research method, 'case study', one of the qualitative research designs, was applied. As a data collection tool, a structured interview form consisting of ten questions developed by the researcher was used. In the presentation of the data, the forms were evaluated with the content analysis method, 5 categories were determined according to the interview questions and coding was made. The form created to ensure the internal validity of the research was prepared in accordance with the scientific process, preliminary evaluation was made and approved by experts in the field. To ensure internal reliability, the codes regarding teachers' opinions on reducing class hours were supported by direct quotations. The research method and research process were explained in detail to ensure external reliability and validity. As a result of the research, the majority of teachers stated that the lesson time should continue as 35 minutes.