In this issue of the NEU Bulletin, we are proud to feature two remarkable scholars whose work bridges academia, social responsibility, and community impact: Prof. Dr. Zehra Altınay and Prof. Dr. Fahriye Altınay.

As twin academics known for their collaborative spirit and strong commitment to equity, they have become leading figures in educational sciences and social sustainability initiatives. Their contributions have been recognized both internationally—through the Global Advocacy Award—and within our university, where they received the Social Sustainability and Equity Award for their outstanding community-centered projects.

Through this conversation, we explore the values that shape their shared academic journey, the motivation behind their social impact work, and the vision they carry into future projects. Their story reflects not only professional excellence, but also a deep belief in collective growth, empathy, and meaningful societal engagement.

What is it like to carry out an academic life as “two people, one vision”? In which areas do you complement each other the most, and in what ways do you surprise one another?

We experience the journey of being two people walking with one shared vision by supporting each other, communicating with understanding, and making joint decisions. Since we were born on the same day only two minutes apart, we learned how to share even before we entered the world. Therefore, we adopted the vision of teaching others how to share and stand in solidarity. In this framework, projects that require social sensitivity naturally became our common ground. Being the reason behind someone’s smile brings us together in the most meaningful way.

Fahriye’s initiative and ability to closely follow international developments, combined with Zehra’s decisiveness and strong situation analysis that leads to final resolution, help our activities and projects reach productive outcomes. What surprises us most is that even when we are in different environments, we analyze situations with the same perspective. In a way, this provides validation for our decisions. When we come together and realize we have reached the same conclusions, it is both surprising and an indicator that we are on the right path.

Your community service projects have been recognized internationally with the Global Advocacy Award and within our university with the Social Sustainability and Equity Award. What do these two awards mean to you, and what feelings do they evoke?

We see both awards as reflections of the love for humanity in our hearts. It is an honor and a great happiness for us that our human-centered efforts over the years have become visible. We can even say that these awards represent the success of our family in raising individuals who contribute to society.

“Touching a life, even in the smallest way, has always been our common ground.”

These awards—which demonstrate the value of being sensitive individuals and touching the lives of others—reflect who we truly are. They also hold significance at both national and international levels, as they contribute to awareness in society regarding social sustainability and equality, and to the recognition of global advocacy for social contribution.

What needs and motivations shaped your work in the fields of social equality and social sustainability? What values and priorities guided these projects?

As individuals who are aware that, beyond research, teaching, and internationalization, universities also have social responsibility missions, we established the Social Research and Development Center in 2013 as the first institution on the island to prioritize these issues. Within this framework and grounded in inclusiveness, we took part in the creation and support of many events and projects focused on disability, women, and children.

“Equality, inclusiveness, and human-centered values shape every project we design.”

At every step, sustainability and addressing societal needs have been our priorities. This is precisely why the “Accessible Informatics Days” continue to be held each year with multi-stakeholder participation. The fundamental value shaping our projects is our motto of “equal perspective and understanding.” At the same time, it is our priority to support institutions and organizations that require assistance—under the guiding light of science—towards social transformation and development.

As researchers who produce extensive academic work in Educational Sciences, how do your community service activities enrich your academic work—and conversely, how does your academic knowledge strengthen the impact of your work in the field?

Education is essential for the welfare and development of society. One of the indispensable elements in the realization of community services is the support of educational sciences. As scientists, it is our responsibility to follow developments in educational sciences and integrate them with projects that add value to society within the principle of lifelong learning.

Through our globally focused collaborative work, we aim to produce research that supports learning processes and increases awareness in society, contributing to our academic productivity under the vision of “education for all, service for all.” It is important to consider topics such as women’s entrepreneurial power in society, the development of women with disabilities, and equal participation. Projects we conducted with mothers of children with disabilities—including those focusing on enhancing women’s entrepreneurship and the role of women in educational technologies—motivated us to become active models in society.

“Education is at the heart of social transformation — and science lights the way.”

In the classroom, students from every region enrich communication processes with their diverse cultural and human profiles, which strengthens our interactional competence. Our editorial roles in internationally respected organizations and journals—for example, within the British Educational Research Association, where we examine assistive technologies and disability in depth—provide guidance to other researchers and experts.

The articles we published on digital culture, environmental factors in education systems, Sustainable Development Goals and educational practices, the effects of artificial intelligence on cognitive, affective, and psychomotor learning domains, and inclusive education integrate both educational sciences and topics that guide society. At the same time, our joint work with civil society organizations enhances group dynamics and team spirit. Our international collaborations also facilitate the dissemination of global citizenship practices in both higher education and the wider community.

What new projects or research areas do you plan to work on in the upcoming period? How do you envision these efforts expanding the societal impact of your community service activities?

Sustainability is a core working principle for us. For this reason, we aim to address issues related to individuals with disabilities, women, and children within the framework of well-being and quality of life. By increasing our national and international stakeholder collaborations, we intend to expand the reach of these topics and strengthen the scientific dimension through books, conferences, and journal publications.

Under the umbrella of the Social Research and Development Center and the Atatürk Faculty of Education, we will continue to broaden our protocols and support institutions and organizations according to their foundational needs. Each year, we will maintain the activities of the Disability Rights Monitoring Committee to further raise awareness in disability rights.

Additionally, through our editorial work in the Disability Bulletin, we will continue strengthening our capacity for knowledge and experience related to disability and society by producing work focused on initiatives, collaborations, events, and services that contribute to science and community engagement. We are also sharing with you the latest issue published this year.

Quality is a mirror. To build structures of quality education and sustainable societies, we will continue conducting scientific projects related to assistive technologies, cultural interaction, cultural sharing, accessible and high-quality services across all sectors, entrepreneurship, support for children, and the role of artificial intelligence in education and in removing barriers.

What key advice would you give to students and young academics, especially those who wish to develop projects that touch society?

We recommend that individuals who want to develop projects that touch society first receive sensitivity training. Before entering such projects, we believe it is important for individuals to conduct a personal and professional analysis of their strengths, weaknesses, opportunities, and threats, as this will help them identify an effective roadmap.

“Barriers live in hearts; once they are removed, transformation begins.”

Remembering that barriers exist in hearts, we emphasize the importance of analyzing society through the lens of inclusiveness and universal design principles. Under the visionary guidance of Dr. Suat Günsel and the Günsel Family—who have instilled in all of us the vision of “being island-born with a continental mindset”—we advise learning from success stories, feeling a sense of institutional belonging, and moving forward with this awareness to achieve even greater accomplishments.

Author Biographies

Prof. Dr. Fahriye Altınay

Prof. Dr. Fahriye Altınay graduated from the Faculty of Communication. She completed her master’s degree in Educational Sciences with a focus on Educational Technology and Distance Education. Her master’s thesis explored communication barriers in distance education. She later completed her PhD in Educational Administration at Near East University.

The subject of her doctoral dissertation examined the adaptation of learning organizations and distance education institutions. She subsequently completed a second doctoral program in Educational Technology at Middlesex University. In this dissertation, she investigated how student and teacher participation can be enhanced in the teaching–learning process, with particular emphasis on interaction in distance education.

Since 2002, she has been sharing her scientific work with the academic community in the field of educational technologies, particularly in distance education, and continues to conduct internationally collaborative research on contemporary issues in this area. She works full-time at Near East University, serving as the Vice Director of the Graduate Studies Institute and Co-Chair of the Social Research and Development Center. Her academic and social projects focus on disability, women, and children.

Prof. Dr. Zehra Altınay

Prof. Dr. Zehra Altınay completed her master’s degree in Educational Sciences with a thesis in Educational Technology and Distance Education. She then graduated from the PhD program in Educational Administration at Near East University. Prof. Altınay later completed a doctoral program in Educational Technology at Middlesex University. She is a full-time faculty member at Near East University, teaching at the doctoral, master’s, and bachelor’s levels.

Prof. Dr. Zehra Altınay serves as the Chair of the Center for Social Research and Development, affiliated with the Center of Excellence. She is also the Head of the Educational Sciences Ethics Committee and the Head of the Monitoring Committee on the Rights of Persons with Disabilities. Her scholarly contributions include national and international books, projects, and scientific studies focusing on social issues.