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Gelişim Üniversitesi
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  3. Proportion of graduates with teaching qualification

4. Quality Education

4.1 Research on early years and lifelong learning education 4.1.1 Quality Education: paper views 4.1.2 Quality Education: CiteScore 4.1.3 Quality Education: publications 4.2 Proportion of graduates with teaching qualification 4.2.1 Proportion of graduates with relevant qualification for teaching 4.3 Lifelong learning measures 4.3.1 Public resources (lifelong learning) 4.3.2 Public events (lifelong learning) 4.3.3 Vocational training events (lifelong learning) 4.3.4 Education outreach activities beyond campus 4.3.5 Lifelong learning access policy 4.4 First-generation students 4.4.1 Proportion of first-generation students
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4. Quality Education

4.2 Proportion of graduates with teaching qualification

The provision of quality education at the early childhood and primary school levels depends on the professional and pedagogical competencies of teachers in these fields. Through teacher training programs, universities contribute to the sustainability of the education system by equipping individuals not only with academic knowledge but also with classroom management, pedagogical skills, and an inclusive educational approach.

With this responsibility in mind, IGU offers undergraduate and graduate programs focused on the teaching profession and provides its graduates with pedagogical qualifications and certifications that grant them the right to teach at the primary school level.

Pedagogical Formation

The Pedagogical Formation Certificate Program is an educational process that prepares graduates from various undergraduate fields for the teaching profession. At IGU, this program equips graduates with essential pedagogical competencies such as classroom management, educational psychology, assessment and evaluation, and teaching methods, thereby granting them the right to teach as recognized by the Ministry of National Education.

In this way, IGU not only prepares graduates from faculties of education but also enables students from diverse disciplines—ranging from social sciences to engineering—to enter the teaching profession, thus supporting a cross-disciplinary teacher training model.