http://elc.journals.pnu.ac.ir/ Education and Exploration in Learning, Behavior and Cognition en daily 1 Sat, 21 Mar 2026 00:00:00 +0330 Sat, 21 Mar 2026 00:00:00 +0330 http://elc.journals.pnu.ac.ir/article_12917.html Since the Justice and Development Party’s (AKP) ascension in 2002, Türkiye’s higher education governance has undergone a profound transformation, recalibrating the intersections of knowledge, national identity, and religious values within a broader project of Erdoğanism civilizational doctrine. The main research question is: How are Erdoğan’s theopolitical policies represented in policy documents, institutional reforms, or official speeches, and how do these representations lead to changes in patterns of understanding, epistemic value systems, and academic behavior. Relying on “Gadame hermeneutics,” the concept of “theopolitics,” and “Governmental Rationality,” this study considers the governance of higher education as a meaning-making process through which epistemic and ethical norms are redefined.Through a qualitative hermeneutic discourse analysis of policy texts, official rhetoric, and institutional reforms related to the Council of Higher Education (YÖK) from 2002 to 2025, the study identifies four primary mechanisms: the reconstruction of the “ideal student” as a moral-civilizational subject; the centralization of rector appointments to maintain interpretive control; the prioritization of “civilizational truth” in epistemic restructuring; and the emergence of an “atmospheric governance” that normalizes loyalty, overt religiosity, and discursive caution. These mechanisms culminate in a form of “cognitive governance” that aligns internal thought with institutional compliance, fostering a “civilizational habitus” and “civilizational pedagogy” that, while bolstering ideological cohesion, creates inherent tensions with the demands of scientific innovation and critical inquiry. http://elc.journals.pnu.ac.ir/article_12918.html the purpose of this study was to determine the relationship between social responsibility with happiness and psychological resiliency of high school students in mamasani city . this research was applied and descriptive and correlational . the statistical population of the study consisted of all the first high school students of mresponsibility with happiness and psychological resiliency of high school students in mamasani city . this research was applied and descriptive and correlational . the statistical population of the study consisted of all the first high school students of mamasani town to تعداد persons , of which 360 were selected as the sample and by stratified random sampling method . data were collected using standard questionnaire of happiness questionnaire ( 2011 ) , connor and connor psychological resilience ( 2003 ) and carroll ( 2003 ) social responsibility . to describe the data , descriptive statistics methods and for inferential analysis of data , pearson correlation and regression methods were used . the results of the study showed that there was a positive and significant relationship between social responsibility with happiness and psychological resilience of students , and also social responsibility had a significant relationship with happiness and psychological resiliency of students . ( p < 0.01 ) . http://elc.journals.pnu.ac.ir/article_12970.html A B S T R A C T The progress and development of any society depend on empowering individuals and promoting their mental health. Considering the role of social competence in improving interactions and mental health, the present study aimed to examine the effectiveness of social competence skills training on psychological well-being and social isolation among students. This study was conducted using a quasi-experimental method with a pretest–posttest design and a control group. The statistical population consisted of male elementary school students in Shemiranat County during the 2024–2025 academic year. Among them, 40 students were selected through purposive sampling and randomly assigned to two groups: experimental and control (20 participants in each group). The experimental group received social competence skills training in 12 sessions, each lasting 60 minutes. The data collection instruments were Ryff’s Psychological Well-Being Questionnaire (short form, 1989) and the Social Isolation Questionnaire developed by Modarresi Yazdi (2014). Data were analyzed using analysis of covariance (ANCOVA) in SPSS-27 software. The results indicated that social competence skills training significantly increased psychological well-being (F = 32.931, P < 0.001) and significantly reduced social isolation (F = 80.956, P < 0.001) in the experimental group compared with the control group, while the control group showed no significant change. In addition, the mean scores of the psychological well-being subscales increased and the components of social isolation decreased. Overall, social competence training plays an effective role in promoting mental health, increasing positive interactions, and reducing socially withdrawn behaviors among students, and implementing such programs in schools can help prevent psychological problems.