One way to encourage students to pursue higher education is to introduce them to the university environment at an early age. This is particularly important for children from socioeconomically and culturally disadvantaged backgrounds. Developing positive attitudes toward science, learning and higher education from an early age can play an important role in children’s future educational choices and personal development.

For this reason, science and knowledge should become more visible in society, and children should be supported in participating in research, inquiry and production processes from an early age. Science should not be perceived as limited to particular school subjects; rather, it should be approached as a process based on research, curiosity, critical thinking and problem solving. Universities also have an important role in creating innovative learning environments that bring science and society together.

Children’s universities are important learning environments that introduce children to science and art at an early age, support positive attitudes toward science, familiarize them with the concept of university, and contribute to the development of creative and critical thinking skills. These environments support children not only in acquiring knowledge but also in applying what they learn, asking questions and developing new ideas. They are based on the understanding that every child’s interests, abilities and ways of learning are valuable.

Early examples of children’s university initiatives emerged in the United Kingdom in the 1990s and later spread to different countries through various models. Over time, these initiatives have become important out-of-school learning structures that bring universities, scientists, educators and children together.

In Türkiye, various universities also provide enriched education programs for children. The structure, duration, target groups and implementation of these programs may vary depending on institutional resources and regional needs. Some programs are organized during specific periods of the year, while others continue throughout the year. In addition to programs for gifted children, there are also activities open to children with different interests and abilities.

One of the main purposes of children’s universities is to provide children with diverse out-of-school learning environments and support them through scientific, artistic and creative activities. Interaction with the university environment and academics can help children discover their interests and engage more deeply with subjects they are curious about.

Although children’s university structures in Türkiye draw on different international models and vary in organization, their common purpose is to foster children’s interest in science, support scientific thinking and contribute to the wider dissemination of scientific activities in society.

In this context, the vision of the Child Education Application and Research Center is to:

1.  Create inclusive learning environments based on voluntary participation and enable all children to experience university life and participate in scientific activities,

2.  Support disadvantaged groups in accessing educational opportunities and benefiting from the scientific, cultural and educational resources offered by universities,

3.  Provide children with a pressure-free, respectful, open and supportive learning environment that helps them realize their potential.