Shaping the Future of Learning through Research and Practice
What motivated you to focus on areas such as curriculum development, teacher education, and program evaluation throughout your academic journey?
The greatest influence behind my focus on curriculum development, program evaluation, and teacher education has been my own educational experience. As someone born in 1983, most of my education took place within a traditional, exam-oriented, and memorization-based system. I was inspired by the need for teachers who act as guides rather than mere transmitters of knowledge, which directed my interest toward these fields.
Today, technological and social changes have profoundly transformed the competencies individuals need to succeed. Twenty-first-century skills such as critical and creative thinking, problem-solving, collaboration, effective communication, and digital literacy have become essential for both personal and professional success. In this context, there is a growing need to move away from traditional education models toward student-centered, technology-integrated, and needs-responsive programs. However, even the best-designed curriculum cannot achieve its intended impact without effective teachers. Teachers play a pivotal role in shaping students’ learning outcomes and motivation.
I view teacher education not only as a process of professional formation but also as a catalyst for social transformation. In knowledge-based societies, the quality of education depends on teachers who themselves embody the competencies required by the age. Hence, the content and structure of teacher education programs are of utmost importance. A model that balances theory and practice, encourages critical and creative thinking, and integrates educational technologies will directly influence the overall quality of education. Through my work, I aim to identify current gaps and develop alternative models that strengthen the connection between curriculum design and teacher education.
As the Director of the Lifelong Learning Center at Near East University, how do your initiatives contribute to individuals’ continuous learning processes? What do you consider the most valuable aspect of this engagement with society?
I often describe the Near East University Lifelong Learning Center as a rainbow — a structure that, like a rainbow, brings together many different colors and shades. Our center serves a wide spectrum of age groups and professional fields, aiming to contribute to both personal and professional development through our diverse programs. The Lifelong Learning Center (YABEM) operates on the understanding that learning is not limited by age or formal education. In this context, our programs appeal to a variety of groups — from individuals seeking career change to professionals aiming to specialize, from young people wishing to acquire new skills to retirees who want to participate more actively in social life.
“Education is not confined to classrooms — it is a lifelong process that shapes both individuals and societies.”
One of the main ways we contribute to society is by increasing individuals’ employability and updating their professional competencies. Through regularly revised certification programs and in-service training aligned with professional needs, we help participants strengthen their competitiveness in the labor market. This directly supports social productivity and economic growth. Each program is carefully designed following a needs analysis and placement assessment to ensure that both individual differences and group dynamics are taken into account, thereby creating effective learning environments.
YABEM also organizes summer camps for international students aged 12 to 17, welcoming them to our campus to experience a multicultural learning environment. The foreign language education offered in these camps enhances intercultural communication, while excursions introducing Cypriot culture expand students’ worldviews and social skills. In this sense, YABEM functions not only as an academic platform but also as a bridge for cultural learning.
One of YABEM’s most meaningful contributions is its approach to learning not only as a means of career advancement but also as a process that enhances overall quality of life. Our personal development programs enable individuals to realize their potential, build self-confidence, and take more active roles in social life. All training programs are meticulously designed and delivered by expert instructors, focusing not only on the transfer of knowledge but also on developing participants’ thinking, inquiry, application, and sharing skills.
I strongly believe that the progress of societies depends on sustaining learning throughout life. From this perspective, the most valuable aspect of YABEM is its ability to address both personal and professional needs, supporting individuals’ lifelong learning journeys while strengthening university–community collaboration. Its mission to connect knowledge with society and contribute to social development is the clearest reflection of its purpose and identity.
Within the Excellence in Education Unit, what strategies do you implement to enhance the quality of teaching? How do you think this unit has transformed education across the university?
The Excellence in Education Unit is a dynamic structure that embraces innovative, 21st-century approaches aimed at enhancing both student learning and faculty development. To improve the quality of teaching, we first conduct comprehensive needs analyses covering all stakeholders in the educational process and then design targeted training programs accordingly.
By planning in-service training for students, administrative staff, and academic personnel, the unit offers alternatives that strengthen instructional practices while also providing support in assessment and evaluation processes. Through systematic monitoring, evaluation, and the introduction of innovative solutions, the unit plays a key role in continuously improving the overall quality of education across the university. It fosters a culture of learning at both individual and institutional levels and provides a foundation for developing the competencies required by the modern age — serving as a cornerstone in achieving the university’s academic excellence goals.
The unit’s structure includes four coordinatorships that work in an integrated and collaborative manner: the Common Courses Coordinatorship, the Measurement and Evaluation Coordinatorship, the Curriculum Development Coordinatorship, and the Learning and Teaching Coordinatorship. Each contributes uniquely to enhancing educational quality.
For instance, through the Common Courses Coordinatorship, core course contents have been updated and enriched with international standards and student feedback. The Measurement and Evaluation Coordinatorship has introduced new guidelines and initiatives to ensure greater objectivity and reliability in exams and assessment processes, resulting in increased satisfaction among both students and instructors.
“Empowered teachers build empowered generations.”
Meanwhile, the Curriculum Development Coordinatorship has restructured undergraduate and graduate programs in alignment with labor market needs, ensuring that graduates are well prepared for professional life. The Learning and Teaching Coordinatorship, on the other hand, organizes regular workshops and seminars for academic staff to promote active learning methods and technology-enhanced teaching techniques. Integrating contemporary approaches such as inquiry-based learning and problem solving into technology-supported classrooms has significantly improved student engagement and motivation.
Aiming to instill a systematic approach to teaching quality, the unit focuses on strengthening the pedagogical skills of faculty members. Projects and workshops designed to develop students’ higher-order thinking skills — such as critical thinking — ensure that our graduates enter professional life as competent and confident individuals. The Excellence in Education Unit strives to lead a sustainable transformation in the culture of learning and teaching, ultimately contributing to higher academic success, better graduate performance in professional life, and the growing international recognition of our university.
As an academic focusing on 21st-century competencies, what do you think are the most critical skills today’s university students should develop? How should educational programs respond to these evolving needs?
I regard 21st-century competencies as the essential attributes that every individual should possess. Among the most critical skills that today’s university students need to develop are communication skills, digital literacy, and higher-order cognitive skills such as critical and creative thinking. These competencies directly influence students’ academic success as well as their performance in professional life within the rapidly evolving age of information and technology.
To respond effectively to changing global conditions and emerging needs, educational programs themselves must undergo transformation. Traditional, exam-oriented, and memorization-based models fall short in fostering these competencies. Therefore, it is crucial to redesign curricula through contemporary approaches such as problem-based learning, reflective thinking, and inquiry-based learning — all integrated with technology. Programs that are flexible, learner-centered, and sensitive to individual differences not only enhance motivation but also foster more effective skill development.
In particular, I believe that interdisciplinary programs designed with a holistic understanding will offer comprehensive solutions to the complex problems of our time. Educational programs that integrate knowledge from diverse fields enable students to gain broader perspectives and cultivate innovative thinking. Ultimately, universities must act as ecosystems that prepare learners to think critically, collaborate effectively, and adapt confidently to future challenges.
My greatest source of inspiration is my students. Working with future teachers instills in me not only a strong professional drive but also a profound sense of human responsibility. They are the ones who will shape the education systems of tomorrow and play a critical role in the transformation of society. In educating them, my aim is not only to equip them with professional knowledge and skills but also to help them become leaders, mentors, and role models.
Teachers guide young generations in acquiring knowledge and skills while also shaping their values and perspectives on life. I deeply believe that the teachers I help train will, in turn, become sources of inspiration for their own students. Witnessing my students begin their professional careers brings me immense joy and motivation. During difficult times, knowing that they are out there making a positive impact gives me strength.
In addition, keeping up with innovations in educational sciences, conducting research, and continuously updating my knowledge are among my greatest sources of motivation. I firmly believe that the more I grow personally and academically, the better I can guide and support my students.
As a woman academic, what opportunities and challenges have you encountered throughout your career? What advice would you give to the next generation of women in academia?
As a woman academic, I have experienced both the challenges and the motivations that come from the roles and expectations society assigns to women. In our culture, women are often expected not only to excel in their professional lives but also to fulfill family responsibilities, social duties, and traditional roles flawlessly. Balancing these multiple expectations can create significant pressure, and this remains one of the major challenges faced by women in academia.
However, I believe that these very roles also strengthen women’s resilience, empathy, and leadership capacity. Women are the fundamental pillars of society — they shape values, nurture culture, and inspire transformation. Therefore, a strong female presence in academia is not only an individual achievement but also a vital component of social progress.
“Every challenge is an opportunity to grow stronger — especially for women leading with resilience and vision.”
Near East University has been a great source of support and inspiration in my career through the opportunities it offers to women academics. The university’s commitment to gender equality and diversity, along with its research infrastructure and professional development programs, has allowed me to realize my full potential. The academic freedom, supportive leadership, and mentorship initiatives offered by the university have helped me overcome challenges and grow further as an educator and researcher. These opportunities have not only facilitated my own advancement but also set an example for empowering women’s visibility and leadership in academia.
My advice to young women in academia is to never give up on their goals, even when facing obstacles. Every challenge should be seen as an opportunity to learn, grow, and strengthen oneself.
Determination and self-belief are the most powerful sources of motivation. It is important to remember that as diversity and equality increase in academia, both scientific productivity and social impact grow stronger.
About the Researcher
Prof. Dr. Çiğdem Hürsen was born in 1983 in Nicosia and completed her primary, secondary, and high school education in Lefke. She graduated from the Combined Non-Thesis Master’s Program in Turkish Language and Literature in 2005, and subsequently earned her master’s degree in Curriculum and Instruction from Near East University in 2007. Continuing her academic path at the same university, she completed her Ph.D. in Curriculum and Instruction in 2011.
In January 2012, she was appointed as Assistant Professor at Near East University, and in 2016 she was promoted to Associate Professor. In 2023, she received the title of Professor in the field of Curriculum and Instruction. Since 2008, she has been a full-time faculty member at the Atatürk Faculty of Education at Near East University.
Prof. Dr. Hürsen currently serves as the Director of the Lifelong Learning Center (YABEM) and the Director of the Center for Excellence in Education. She is also a member of the Scientific Research Projects (BAP) Executive Board, the Ethics Committee, and serves as the Coordinator of Measurement and Evaluation at Near East University.
Her academic work focuses on curriculum development, program evaluation, and teacher education. She has published articles in international peer-reviewed journals indexed in major databases, presented papers at international conferences, and contributed to books in the field of educational sciences.