Functional literacy is the learning of knowledge and skills for vital necessities as a higher level of basic literacy and then the operational use of this information in individual, socio-cultural, or economic fields. This research aims to examine the opinions of teachers in the context of functional literacy related to the II level primary education program for adults conducted in Public Education Centers. A phenomenological design was used in the study. A total of 12 teachers working in literacy courses in Public Education Centers were included in the study group. This study was conducted by taking the opinions of teachers and concluded that the second-level literacy courses are not sufficient at the social, individual, and educational levels in the context of functional literacy. In the context of these results, it is recommended that the content of the II level primary education program is reconstructed to provide functional skills in a framework that enriches daily life practices focused on the needs of adult individuals.

In the present study, the descriptive demographic characteristics, life satisfaction levels, and differentiation status of open education high school students according to various variables were revealed. The research was carried out with a sample of five hundred open education high school students via a survey model by means of convenience sampling. The findings obtained indicate that the life satisfaction levels of open education high school students were low. In addition, life satisfaction differed according to the variables age, families’ monthly income, and the reason for choosing open education high school. When the demographic characteristics of the open education high school students were examined, it was seen that the following information applied to the majority of them: (1) Most were female students, (2) between the ages of 15 and 20, (3) whose parents had primary school level or below education, (4) whose parents mostly did not work or only their fathers worked, (5) with an average monthly family income of five thousand TRY and below, (6) had mostly migrated from the Black Sea and Eastern Anatolia Regions to Istanbul, and (7) they chose open education high school mostly because of job requirements.

The aim of this study is to explore the role of emotional orientations in academics" professional life. This qualitative study was designed in accordance with the phenomenological design. In the study, the researchers used criterion-based sampling and involved 26 volunteer academics with different titles and higher institutions. The data in this study were collected through face to face in-depth interviews with semi-structured interview questions. The collected data were analyzed through content analysis in three cycles. The results of the study showed that the unique professional characteristics of academics were determinative in emotional orientations that were positive outputs such as trust, helpfulness, and tendency to work collectively. As triggering factors of emotional orientations, it was found that working alone or job-centering efforts play important roles in academics" practices. Another result of the research indicated that academics also produce unique emotional experiences in the context of higher education. In other words, this study reveals that emotional orientations have an effect on both positive and negatives roles in shaping academic" life.