In the era of digital transformation, education systems are being reshaped not only through technological innovations but also through the redefinition of the teaching profession. In this process, teacher identity has evolved beyond traditional roles to encompass digital literacy, intercultural sensitivity, critical pedagogical awareness, and continuous professional learning. This study presents a comprehensive review examining the impact of digital transformation on teacher identity from an intercultural perspective. Theoretical and empirical studies were systematically analyzed using the document analysis method. Within this framework, studies accessed through open-access academic databases such as Google Scholar, ResearchGate, and TR Dizin were evaluated via descriptive analysis, while policy documents published by organizations including the OECD, UNESCO, the European Commission, and the Ministry of National Education of the Republic of Türkiye were examined in depth. Findings reveal that teacher identity in the digital age extends beyond technical proficiency, emerging as a dynamic construct shaped by intercultural understanding, ethical responsibility, and social justice. A comparative analysis of educational policies in Türkiye, Finland, South Korea, and the United States highlights that digital pedagogical competencies are closely linked to cultural contexts. The study emphasizes the need to strengthen digital pedagogical skills, intercultural communication competencies, and continuous professional development to support teacher identity in the digital era.

This study aims to examine the multidimensional contributions of spatial literacy in history education. Traditional history teaching has long emphasized the chronological transmission of events; however, a meaningful understanding of historical processes requires more than knowing when events occurred. It also necessitates an understanding of where these events took place, under which spatial conditions, and within what environmental and social contexts. From this perspective, spatial literacy has emerged as a fundamental component of historical thinking. Spatial literacy encompasses individuals’ abilities to analyze spatial relationships, recognize spatial patterns, and interpret these relationships through visual representations. These skills enable students to establish cause–effect relationships, evaluate change and continuity, and better comprehend the social, economic, and cultural dimensions of historical events. The literature highlights that the use of maps, diagrams, models, and digital tools—such as Geographic Information Systems (GIS), digital maps, and augmented reality applications—significantly enhances spatial thinking and supports deeper historical understanding. Place-based learning, fieldwork, and local history studies further strengthen students’ connections between history and their immediate environments, contributing to increased engagement and learning retention. In addition, student-centered approaches such as problem-based learning and project-based learning promote spatial analysis, inquiry, and critical thinking skills. Overall, this study demonstrates that spatial literacy is not a supplementary element in history education but a core dimension of historical thinking, essential for developing a holistic and contextualized understanding of the past.

The purpose of this study is to evaluate pre-service science teachers’ levels of knowledge regarding the Science Field Skills (SFS) defined within the Türkiye Century Maarif Model (TCMM). Their awareness of the process components of these skills, their views on the necessity of training in these skills, and to assess current teacher education programs in terms of adequacy. The study was conducted using a case study design within qualitative research approaches. The study group comprised 32 pre-service science teachers enrolled at a state university. Data were collected via an open ended questionnaire and analyzed using content analysis. Findings indicate that the large majority of pre-service teachers do not possess sufficient knowledge about Science Field Skills and their process components. Nevertheless, participants believe that training on SFS would make significant contributions to individual development, professional competence, and societal awareness. Participants also reported that courses addressing field skills within current teacher education programs are limited and do not sufficiently develop the targeted skills. Their recommendations emphasized that SFS training should be practice oriented, related to everyday life, and include design and inquiry based activities. In conclusion, to effectively implement the skill based approach envisaged by TCMM, teacher education programs should be restructured in accordance with Science Field Skills. At the end of the study, recomendations for practitioners (academicians and teachers), teacher education programs, future research and policymakers are listed.

A curriculum is not merely technical documents listing content and objectives; rather, they are ideological texts that reflect the future vision of societies and the ideal human type. In this context, it is crucial to understand the ideological foundations upon which the curricula of countries demonstrating sustainable success in PISA results are built. The aim of this study is to comparatively examine the curricula of Singapore, China, and Japan within the framework of Schiro's curriculum ideologies. Employing a comparative case study design—a qualitative research method—data were collected through document analysis of the respective countries' national curricula, policy documents, and OECD reports. The selected documents were subjected to content analysis using a deductive approach based on Schiro's four fundamental ideologies. The research findings revealed that Singapore possesses a flexible curriculum where all four ideologies coexist in a dynamic balance; in China, the Social Efficiency and Scholar Academic ideologies maintain their dominance; whereas in Japan, the Scholar Academic perspective has been integrated with Learner-Centered and Social Reconstruction ideologies through recent reforms. Consequently, the study suggests that the sustainable PISA success of the examined countries is not rooted in a single ideology, but appears to be supported by a mixed and flexible curriculum structure shaped by economic goals, cultural values, and social needs.

The Azerbaijan Biology curriculum has undergone substantial transformation since the country's independence, transitioning from Soviet-era pedagogical models to contemporary, constructivist frameworks aligned with global educational standards. This article provides a comprehensive analysis of the curriculum's development from both programmatic and philosophical perspectives, examining its structural organization, pedagogical foundations, and integration of modern technologies. Drawing on official curriculum documents, educational policy analyses, and comparative international research, this study evaluates how Azerbaijan's biology education has evolved to meet 21st-century demands while preserving national values. The findings reveal a progressive framework that successfully integrates STEAM methodologies, inquiry-based learning, and sustainable development principles, though challenges remain in teacher preparation and resource allocation. This research contributes to the growing body of literature on post-Soviet educational reform and offers insights for other nations undertaking similar curriculum transformations.