INTRODUCTION: Vocational and technical secondary education institutions have an important place in our country's 2023 education vision. Vocational and technical education not only prepares individuals for the profession, but also supports lifelong learning. In this research, it is aimed to examine the relationship between the use of workshops in vocational and technical secondary education institutions and the lifelong learning tendency of students.


METHODS: The sample of this research consists of 186 students studying at the Vocational and Technical Anatolian High School in Şanlıurfa, selected by random sampling, studying in the field of electrical and electronic technology. The data of this study were collected using the personal information form created by the researchers and the Lifelong Learning Tendency Scale (Gür Erdoğan & Arsal, 2015).
RESULTS: When the findings of the study were examined, it was concluded that the lifelong learning tendencies of individuals at all grade levels were moderate. Lifelong learning tendencies do not show a statistically significant variability according to grade level. A statistically significant low-level positive correlation was found between students' lifelong learning tendencies and the effect of workshop use on their willingness to learn.
DISCUSSION AND CONCLUSION: When the results obtained from the study are examined, the scale average score reached is above the scale median score. Therefore, it can be said that the students of vocational and technical secondary education institutions are mostly in the tendency of lifelong learning. It is thought that the fact that the lifelong learning tendencies scale averages do not differ significantly according to the grade level may be related to the fact that the lifelong learning tendency averages of the students participating in this study are generally at a medium and high level.

INTRODUCTION: Emotional literacy is a skill that can be learned and taught. The ability to express and understand emotions through facial expressions is acquired from an early age. Studies have shown that emotion trainings given to families improve children's emotional skills. In this direction, the aim of this study is to examine the effect of emotion trainings given to families on parents' ability to express their emotions and empathy skills.
METHODS: The research design used in this study was a quasi-experimental pre-posttest design without a control group. It was applied on 18 parents with children in primary school using purposive sampling technique. "General Information Form" was used to determine some demographic characteristics of the participants. "Scale for Expressing Emotions" and "Scale for Determining Empathy Level" were used to test the effectiveness of the applications of the study.
RESULTS: When the results obtained were analyzed, it was seen that the education they attended did not affect the closeness dimension of the parents' ability to express their emotions and the emotional response dimension of their empathy levels (p>0.05). However, it was found that there was a statistically significant difference in positive, negative and total scores in expressing emotions, and in cognitive empathy, social skills and empathy total score in empathy levels (p<0.05).
DISCUSSION AND CONCLUSION: As with other types of emotion socialization, parents' emotion expression has been associated with children's socio-emotional outcomes, including emotion regulation. Therefore, through this study, parents may have direct effects on their children's emotion regulation and emotion skills. In this study, it was observed that parents' empathy levels increased. Therefore, providing empathy trainings may have an impact on parents and thus on their children. This is because research has suggested that the degree of caregiver-child interaction is a strong predictor of subsequent development as it reflects the sum of these multiple and interdependent influences on development.

INTRODUCTION: INTRODUCTION: Since Turkey is located on an active seismic line where earthquakes have occurred from past to present, earthquakes are frequently experienced in the country. As a result of earthquakes, changes occur not only in the physical structure but also in the social structure of the regions. Migration, service disruptions, social tensions, health problems, economic losses, disruption of education, etc. can be experienced in a number of different problems. The aim of this study is to examine the thoughts of female university students who experienced the earthquake about post-earthquake social support practices.
METHODS: METHODS: Phenomonology design, which is one of the qualitative research methods, was used in accordance with the subject studied within the scope of the research. Purposive sampling method was preferred when selecting the sample of the study. The study group of the research consists of eight female students who experienced the earthquake. The study was conducted with two students from each of the provinces of Kahramanmaraş, Adana, Malatya and Hatay. In order to reveal the thoughts of female university students who experienced the earthquake about social support after the earthquake, open-ended questions were created under four main headings; 1. Family, friends and close relatives support, 2. Emotional support, 3. Psychological support, 4. Social and institutional support. Data were collected with the help of the prepared interview form.
RESULTS: RESULTS: According to the data collected in the study, it was found that female earthquake survivors had family, friends and close relatives support, emotional support, psychological support, and support from institutions and organizations.
DISCUSSION AND CONCLUSION: DISCUSSION AND CONCLUSION: When the analyses were analyzed, it was concluded that most of the opinions of female university students who experienced the earthquake about family, friends and close environment, emotional support, psychological support, social and institutional support regarding social support after the earthquake were positive.