A sociological research regarding the interaction between educational practices and climate
SN Social Sciences, cilt.6, sa.10, 2026 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 6 Sayı: 10
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s43545-026-01745-6
- Dergi Adı: SN Social Sciences
- Derginin Tarandığı İndeksler: Scopus
- Anahtar Kelimeler: Ağrı, Climate, Education, Interaction, Siirt
- Ankara Üniversitesi Adresli: Evet
Özet
Numerous variables influence society and the organization of social institutions. One of these variables is climate. The institution of education, which is one of the social institutions, interacts with the climate during carrying out educational practices. This research explores the relationship between climate and the practices of educational institutions. Within the sociocultural, economic, and educational contexts, this study seeks to compare the educational practices in Ağrı, distinguished by a cold climate, and Siirt, which features a hot temperature. Phenomenological design was used in the study as the qualitative method. The research group consists of 82 participants, including 27 students, 27 teachers, and 28 school administrators. The participants were selected using maximum diversity sampling, which is an intentional sampling method. Research findings indicate that there is an interaction between climate and educational practices within the framework of sociocultural, economic, and educational contexts. It has been seen that in Ağrı, characterized by a colder climate and longer winter seasons, educational practices are more negatively affected by the climatic circumstances. In Siirt, the level of negative influence on educational practices increased in the last periods of spring and summer, coinciding with the rise in air temperature. Research findings indicate that the impact of hot and cold weather conditions on educational practices is more negative compared to the impacts of cloudy, windy, and rainy weather conditions. In general, schools in both cities were evaluated to be vulnerable to climate impacts and weak in terms of climate interaction. Climate-related problems increase, particularly in schools constructed without considering regional climate conditions. It is recommended to consider regional climatic conditions when establishing educational programs and institutions to ensure the quality of education.