DOI:
https://doi.org/10.64782/istlj224190108Anahtar Kelimeler:
pandemi sonrasi okullasma- katilimci yonetisim- egitim politikasi- sosyal medya soylemi- dijital egitimÖne çıkanlar
Öz
Bu çalışma, COVID-19 sonrası dönemde Asya ve Afrika'daki okul ortamlarının sosyal medya platformları aracılığıyla nasıl algılandığını ve temsil edildiğini araştırıyor. Araştırma, sosyal ağ analizi ve doğal dil işlemeyi birleştiren karma yöntemli bir yaklaşım kullanarak, eğitimle ilgili dijital söylemlerin kriz zamanlarında nasıl geliştiğini araştırıyor. Sosyal ekoloji teorisi, sosyal ağ teorisi ve dijital vatandaşlık çerçevelerinden yararlanarak, bu dijital alanlardaki merkezi aktörleri, temaları ve duygusal anlatıları tanımlar. Temel bulgular, kurumsal güven, dijital eşitsizlik, ruh sağlığı ve halkın politika oluşturma süreçlerine katılımı ile ilgili derin endişeleri vurgulamaktadır. Çalışma, sosyal medyanın sadece bir ifade platformu olarak değil, aynı zamanda katılımcı bir yönetişim aracı olarak da işlev gördüğünü ve eğitim politikalarını tabandan şekillendirdiğini ortaya koyuyor. Bölgeler arası bir analiz yoluyla, Asya ve Afrika'daki eğitim paydaşlarının farklılaştırılmış deneyimlerini ve dijital dinamiklerini vurgular. Bulgular, dijital seslerin eğitim politikası oluşturma ve kriz müdahale çerçevelerine entegre edilmesi için stratejik öneriler sunuyor.
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