Istanbul Education Conference 2025 Declaration

The 5th Istanbul Education Conference Explored the Theme “Vision and Transformation in Teacher Education”

The 5th Istanbul Education Conference, organized under the theme “Vision and Transformation in Teacher Education,” brought together leading scholars and policymakers to discuss the competencies required of 21st-century teachers, institutional models for teacher preparation, policy recommendations, and examples of good practice. Organized by the Research Center for Education Policy (EPAM) of the ILKE Foundation, the conference was held on 4 October 2025 at Yıldız Technical University.

The welcoming addresses were delivered by Ahmet Sait Öner, Chairman of the Board of the ILKE Foundation, and Prof. Dr. Eyüp Debik, Rector of Yıldız Technical University. The opening address was given by Ömer Faruk Yelkenci, Deputy Minister of National Education.

Following the opening ceremony, Prof. Dr. Cheryl Craig (Texas A&M University), Prof. Dr. Low Ee Ling (National Institute of Education, Nanyang Technological University), Prof. Dr. Ali Fuat Arıcı (President of the National Education Academy), Prof. Dr. Yusuf Alpaydın (Dean of the Faculty of Education, Marmara University), Prof. Dr. Mustafa Yunus Eryaman (Çanakkale Onsekiz Mart University), and Prof. Dr. Süleyman Sadi Seferoğlu (Hacettepe University) examined teacher education from both international and national perspectives.

“Teachers who shape the curriculum around students’ individual needs determine the direction of the learning process.”

The first session opened with a keynote address by Prof. Cheryl Craig, titled “Being a Teacher in the 21st Century: “Special but Shadowed Work”. Craig emphasized that transformative and meaningful learning begins when teachers position themselves as active participants in the learning process. She highlighted the complexity of teaching as a profession shaped by multiple interacting factors and argued, drawing on OECD findings, that the quality of education is closely linked to the quality of teacher preparation. She also noted that internationally standardized teacher education and certification could strengthen professional competence worldwide.

The second presentation was delivered by Prof. Low Ee Ling, titled “Rethinking Teacher Education Paradigms and Approaches in the Age of Disruptions”. She explored the changing role of teachers in the twenty-first century, identifying resilience, values, evidence-informed practice, and lifelong professional learning as the four pillars of the profession. She argued that artificial intelligence, environmental challenges, and growing socio-emotional needs have made teaching increasingly complex. Referring to Singapore’s teacher development model, she emphasized the importance of continuous professional learning and stressed that future-ready teachers must possess interdisciplinary thinking as well as strong ethical values.

“To improve employability, we need to strengthen the teaching of transferable skills across all undergraduate programmes.”

The second session began with a presentation by Prof. Dr. Yusuf Alpaydın, titled “The Future of Higher Education Institutions for Teacher Education”. He argued that the fragmented structure of Turkey’s teacher education system should be streamlined through a coherent national model. He also highlighted the need for sustainable, data-informed cooperation between the Council of Higher Education (CoHE) and the Ministry of National Education (MoNE). Furthermore, he emphasized that faculties of education should be restructured to respond to changing labour market conditions by strengthening teachers’ competencies in lifelong learning, continuous professional development, and school-based consultancy.

The session continued with Prof. Dr. Ali Fuat Arıcı, President of the National Education Academy, who delivered a presentation entitled “A New Actor in Teacher Education: The National Education Academy”. He explained that the Academy had been established to strengthen Turkey’s teacher education system by providing pre-service education, in-service professional development, specialist programmes, and leadership training. He also noted that the Academy would undertake responsibilities in monitoring teacher education, guiding implementation, and contributing to policy development. In addition, he highlighted that the removal of pedagogical formation programmes and the expansion of practical training were intended to strengthen public confidence in the teaching profession.

“The transformation of faculties of education should be driven by an integrated, flexible, and innovative curriculum centred on practical wisdom.”

In the third session, Prof. Dr. Mustafa Yunus Eryaman presented “Rethinking Teacher Competencies for 21st Century Skills: Artificial Intelligence, Big Data Analytics, and Practical Wisdom”. He argued that teachers should embrace professional development as an intrinsic commitment rather than a bureaucratic obligation. He stressed that faculties of education should prepare teachers through integrated curricula that foster flexibility, innovation, and practical wisdom. He also proposed the establishment of an independent and scientifically grounded national education council under the Presidency, supported by specialised subcommittees, to develop merit-based and data-driven education policies. According to Eryaman, these policies should be subject to objective external evaluation by civil society organisations and academic institutions.

The conference concluded with a presentation by Prof. Dr. Süleyman Sadi Seferoğlu, titled “Transformation of Teaching in the Digital Era: Next-Generation Pedagogy and Competencies”. He focused on the growing importance of digital competencies and artificial intelligence in education, arguing that teachers should possess skills in information and data literacy, communication and collaboration, digital content creation, digital safety, problem-solving, and critical thinking in order to integrate technology effectively into teaching. He also emphasized that artificial intelligence should be used under teachers’ pedagogical guidance and explained that AI literacy includes the ability to use, understand, and critically evaluate AI technologies. Finally, he underlined that rapid technological change and uncertainty require both teachers and students to develop strong adaptability, while highlighting the importance of digital footprints and responsible digital citizenship. He concluded that high-quality education can only be achieved through the effective integration of technology with well-prepared and competent teachers.