The teaching and learning processes at our faculty are planned and implemented based on a student-centred learning approach, programme competencies and learning outcomes. Educational activities are structured in line with national higher education legislation, the Bologna Process and European
Higher Education Area (EHEA) standards; an educational approach that integrates theoretical knowledge with practical skills is adopted. Within this framework, all programmes within the faculty are regularly reviewed and updated, taking into account current scientific developments in the field, sector expectations, and social needs.
The level of achievement of learning outcomes is ensured by ensuring consistency between course content, teaching methods, and assessment tools. The teaching methods used in courses are diversified to include lectures, practicals, projects, case studies, fieldwork, and technology-supported learning activities. This aims to develop students' analytical thinking, problem-solving, communication, teamwork, and professional competencies.
Assessment and evaluation processes are conducted in accordance with the principles of transparency, fairness and alignment with learning outcomes. The examination, assignment, project, application and performance assessment methods used across the faculty are linked to the learning outcomes of the relevant course and aim to measure students' cognitive, practical and competency-based gains. Assessment criteria are clearly announced to students at the beginning of the term; assessment results are recorded and monitored. Where necessary, the objectivity of the assessment processes is enhanced through the use of multiple assessors and rubric-based assessment methods.
The continuous improvement mechanism is systematically implemented at faculty level based on the plan-do-check-act (PDCA) cycle. Student feedback, graduate and employer opinions, course and programme evaluation surveys, academic performance indicators, and external stakeholder contributions are regularly analysed. The data obtained is evaluated by the faculty quality commission and relevant sub-commissions to identify strengths, areas for improvement, and priority development topics.
Action plans are being developed for the identified areas for improvement; responsible parties, timelines and performance indicators are being defined. Decisions taken and implementation results are being recorded and monitored, with an effectiveness analysis conducted during the next evaluation period. This process ensures the sustainable development of the faculty's teaching and learning quality and continuous compliance with accreditation standards.
