Özün Çöllüoğlu, Zahide Melis

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https://gcris.yasar.edu.tr/handle/123456789/12146
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Job Title
Araş.Gör.
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Main Affiliation
01.01.05.04. Uluslararası İlişkiler Bölümü
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Current Staff
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ORCID ID
0000-0003-1409-9593
Scopus Author ID
59145527000
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WoS Researcher ID
EQK-3599-2022
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zahide.melis.ozun.colluoglu.jpg (7.7 KB)

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NO POVERTY1
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ZERO HUNGER2
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GOOD HEALTH AND WELL-BEING3
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QUALITY EDUCATION4
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GENDER EQUALITY5
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CLEAN WATER AND SANITATION6
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AFFORDABLE AND CLEAN ENERGY7
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DECENT WORK AND ECONOMIC GROWTH8
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INDUSTRY, INNOVATION AND INFRASTRUCTURE9
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REDUCED INEQUALITIES10
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SUSTAINABLE CITIES AND COMMUNITIES11
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
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LIFE BELOW WATER14
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LIFE ON LAND15
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PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
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PARTNERSHIPS FOR THE GOALS17
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Journal of Political Science Education1
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    Article
    Citation - WoS: 1
    Citation - Scopus: 1
    An Examination of the Transformative Effect of Learning by Teaching Method in Human Rights Education
    (ROUTLEDGE JOURNALS TAYLOR & FRANCIS LTD, 2025) Defne Guenay; Zahide Melis Ozun Colluoglu; Guenay, Defne; Özün Çöllüoğlu, Zahide Melis; Günay, Defne
    Human rights education constitutes a significant component within the global human rights regime. In the realm of human rights education transformative approaches have gained prominence emphasizing the necessity of educational practices beyond traditional classroom settings. This study aims to examine the impact of participatory methodologies employed in human rights education on enhancing individuals' learning and awareness regarding human rights issues. Specifically we employ the pedagogical technique of learning by teaching grounded in the principle that teaching is an effective means of learning. Through our research we ascertain that the implementation of the learning by teaching approach effectively heightens the awareness and knowledge of all participants concerning human rights matters. Moreover our study reveals that individuals who engaged in instructing their peers exhibited a more comprehensive and nuanced understanding of subjects such as women's rights slavery and refugees' human rights when compared to those who solely attended lectures. The majority of these peer tutors also experienced transformative learning although transformative learning remained limited among the peer learner group. Consequently our findings not only contribute to the existing body of literature on pedagogy in the field of International Relations but also stimulate further discussions pertaining to human rights education.