FROM INNOVATIVE TEACHERS TO INNOVATIVE STUDENTS!
This report provides a comprehensive analysis of the “International ICT Seagulls” projects, designed by Prof. Dr. Hayal Köksal and continuously evolving since 2004, along with the integrated “Innovative Teacher Education” models. At the core of these initiatives lies a pedagogical transformation that prioritizes critical thinking, scientific problem-solving methods, and digital competencies in response to rote-based education systems.
One of the most distinctive features of the project is the “Imece Circles” methodology, which received an award from the World Bank in 2005, together with the PDCA (Plan–Do–Check–Act) quality cycle. Originally launched as a K–12 ICT project, the initiative has evolved into an international “pedagogical school” encompassing university students (Leader Seagulls), individuals with disabilities (Barrier-Free Seagulls), and broader societal actors (Community Seagulls). Today, the project marks its 23rd year, focusing on Artificial Intelligence (AI)-driven solutions, ethical values, and sustainability.
1. Core Philosophy and Methodology of the Project
The ICT Seagulls projects are grounded in a philosophy that emphasizes collaboration over competition and encourages individuals to surpass their own potential (self-competition).
1.1. Imece Circles and Quality Tools
- Imece Culture: The projects are implemented based on “Imece,” a fundamental value of Turkish culture emphasizing teamwork and collective effort.
- PDCA Cycle: All projects follow the stages of Planning, Implementation, Checking, and Taking Action for standardization.
- Scientific Tools: Participants are required to utilize at least five core quality tools such as Brainstorming, Fishbone Diagram, 5W1H, Pareto Diagram, and Gantt Chart to identify root causes of problems.
1.2. Digital Integration and Transformation
Technology in these projects is not merely a supportive element but a core instrument for research, data collection, analysis, and dissemination of results through web pages and blogs. Since 2023, Artificial Intelligence (AI) has become the central theme, with a strong focus on its ethical use, benefits, and risks.
2. Target Groups and Inclusive Education Categories
The project is structured into four main categories aimed at reaching all segments of society:
| Category | Description |
|---|---|
| ICT Seagulls | All students from kindergarten to 12th grade (K–12), along with teachers and parents |
| Leading Seagulls | Associate, undergraduate, and graduate students, especially pre-service teachers |
| Community Seagulls | Young professionals, local entrepreneurs, NGOs, local authorities, and the business sector |
| Barrier-Free Seagulls | Individuals with disabilities and supporting organizations (strongly encouraged to participate) |
3. Innovative Approaches in Teacher Education
Long-term studies conducted by Prof. Dr. Hayal Köksal (2004–2015) have demonstrated the effectiveness of practice-based models in developing teachers’ digital competencies.
3.1. Technological Pedagogical Content Knowledge (TPACK)
The training programs are based on the TPACK model and the UNESCO ICT competency framework, integrating technology with pedagogy and content knowledge. The expected role of teachers has evolved from knowledge transmitters to “designers of learning environments.”
3.2. Learning Outcomes of the Training Process
The following transformations have been observed among teachers and pre-service teachers participating in practice-based training:
- Positive shifts in attitudes toward digital tools and increased professional confidence
- Diversification of teaching practices (project-based and collaborative learning)
- Significant improvement in student engagement
- Ability to flexibly integrate artificial intelligence into educational processes
4. AI-Focused 23rd Year Projects (2025–2026)
The project has adopted the main theme:
“Artificial Intelligence: Benefits, Risks, Ethics, and Its Use for Good.”
4.1. Interdisciplinary Sub-Themes
- Education: AI-supported personalized learning and accessibility solutions
- Environment: AI in combating climate change and “Smart Villages/Cities”
- Health: Ethical use in early diagnosis and assistive technologies
- Social Impact: Bias, data security, and social justice in AI
- Arts and Culture: Digital preservation of cultural heritage and AI-supported creativity
4.2. 2026 Project Timeline
- November 2025 – March 2026: Registration and Initial Training (by H. Köksal)
- January – February 2026: Planning and Data Collection (first step of PDCA)
- March – May 2026: Project Development and completion of PDCA cycle
- June 2026: Sharing of presentations (Web/Blog/Short Film)
- July – August 2026: Evaluation (50% Peer + 50% International Jury)
- September – October 2026: Award Ceremony and Digital Catalogue Publication
5. Comparative Analysis: Informatics Seagulls vs. eTwinning
Informatics Seagulls differs from the frequently compared eTwinning platform in terms of methodological depth and academic foundation:
| Dimension | eTwinning | Informatics Seagulls |
|---|---|---|
| Main Objective | Collaboration and sharing | Problem-solving through imece and social transformation |
| Methodology | Flexible, activity-based PBL | Mandatory Imece Circles, PDCA, and Quality Tools |
| Scientific Basis | Not required | Mandatory scientific grounding and data analysis |
| Duration | Typically 1–3 months | Intensive 6–9 month process |
| Evaluation | Certificate application (no formal jury) | 50% Peer + 50% International Honorary Jury |
| Guidance | Platform-based support | Continuous academic mentoring and consultancy |
6. Institutional Support and Achievements
Over its 24-year history, the project has received recognition and support from numerous prestigious national and international institutions:
Awards
- 2005 World Bank “Imece Circles” Method Award
- 2009 & 2025 Turkish Informatics Association “Informatics Stars” Awards
- 2019 India WCTQEE “YIMEDER Institutional Excellence” Award
- Mauritius “Helen Keller Excellence Award”
Supporting Institutions
Innovative Imece Association (YİMEDER), Istanbul Kent University, WCTQEE Turkey Directorate, Turkish Informatics Association (TBD), INGED, Nepal QUEST, City Montessori School (Lucknow), Human Dignity & Humiliation Studies Network, and the World Dignity University Initiative.
7. Conclusion and Recommendations
Based on the findings, the following conclusions can be drawn to ensure sustainable quality in education systems:
- Teacher education should shift from theoretical instruction to practice- and experience-based models
- Digital competencies should be treated not merely as technical skills but as pedagogical design capabilities
- Systematic models such as Imece Circles should be expanded to enable youth to become producers of AI-supported scientific solutions to societal problems, rather than mere technology users
- The integration of Artificial Intelligence into education must be structured within an ethical framework grounded in human dignity
8. Participants of This Year
Among the registered institutions, Istanbul Kent University—also a supporter of the project—stands out as a leading participant. Early registrations include projects from the Vocational School, Faculties of Pharmacy and Engineering, the Department of International Trade and Logistics, and the R&D Student Club.
Another notable first comes from Algerian quantum physics professor Slimane Kerrouchi, participating with two projects from Kasdi Merbah University and a parent-led project from Katana School, where his children study.
Participants also include Blue Bells Public School from India, and Yaşar Doğu and Kocatepe Primary Schools from Kağıthane, Istanbul.
For the first time this year, the “Mutluluk Sizde” (Happiness is Within You) platform joins the initiative, led by laughter yoga instructor, retired teacher, and former school principal Nurcan Görgün and her team.
Another valuable addition is the ÇYDD Contemporary Youth group.
We wish all teams great success and strongly believe that their work will contribute significantly to AI studies in our country. We have three full months ahead of us.
With my warm regards,
Prof. Dr. Hayal KÖKSAL