Diken I. H., Günden U. O., Diken Ö., Kürüm Yapıcıoğlu D., Sinoğlu Günden T., Toper Ö., ...More
FRONTIERS IN EDUCATION, vol.11, pp.1-14, 2026 (ESCI, Scopus)
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Publication Type:
Article / Article
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Volume:
11
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Publication Date:
2026
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Doi Number:
10.3389/feduc.2026.1811392
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Journal Name:
FRONTIERS IN EDUCATION
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Journal Indexes:
Scopus, Emerging Sources Citation Index (ESCI), Directory of Open Access Journals
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Page Numbers:
pp.1-14
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Anadolu University Affiliated:
Yes
Abstract
Introduction
The present pilot study examined the effectiveness of the DilDav Online Professional Development Program, which was designed to enhance primary school teachers' knowledge of supporting the language skills of students with special needs and managing problem behaviors in inclusive classroom settings.
Method
An embedded mixed-methods research design was employed, integrating quantitative and qualitative data to provide a comprehensive evaluation of the program. The quantitative component utilized a pre-test–post-test control group quasi-experimental design. A total of 120 classroom teachers working in the central district of Eskiş ehir, Türkiye, participated in the study and were assigned to either an experimental group (
n
= 60) or a control group (
n
= 60). Quantitative data were analyzed using mixed-design analysis of variance (ANOVA). The qualitative component involved the collection of teacher opinions through open-ended questions and a program satisfaction survey, which were analyzed using descriptive analysis techniques.
Results
Quantitative findings indicated that teachers who participated in the DilDav Professional Development Program demonstrated a statistically significant and substantial increase in their knowledge levels, whereas no significant change was observed among teachers in the control group. Qualitative findings further revealed that participating teachers perceived the program as functional, instructive, and professionally beneficial.
Discussion
Overall, the results suggest that the DilDav Online Professional Development Program represents an effective, practical, and inclusive professional development model that supports teachers' professional learning and contributes to improved educational practices for students with special needs.