The 5th Istanbul Education Conference, held this year under the theme "Vision and Transformation in Teacher Training," addressed the skills and competencies required for 21st-century teaching, institutional models, policy recommendations, and examples of best practices. Organized by the ILKE Foundation Research Center for Education Policy (EPAM), the conference took place on October 4, 2025, at Yıldız Technical University.

The welcoming speeches were delivered by Atty. Ahmet Sait Öner, Chairman of the Board of the ILKE Foundation, and Prof. Dr. Eyüp Debik, Rector of Yıldız Technical University, while the opening speech was delivered by Ömer Faruk Yelkenci, Deputy Minister of National Education.

Following the opening, Prof. Dr. Cheryl Craig, Chair of the Department of Teaching and Teacher Education at Texas A&M University; Prof. Dr. Low Ee Ling, Dean of the National Institute of Education at Nanyang Technological University; Prof. Dr. Ali Fuat Arıcı, President of the National Education Academy; Prof. Dr. Yusuf Alpaydın, Dean of the Faculty of Education at Marmara University; Prof. Dr. Mustafa Yunus Eryaman, Faculty Member at Çanakkale Onsekiz Mart University Faculty of Education; and Prof. Dr. Süleyman Sadi Seferoğlu, Faculty Member at Hacettepe University Faculty of Education, evaluated teacher education processes in both global and national contexts.

"The teacher, who shapes the curriculum by centering on the individual needs of students, determines the direction of the learning process."

The first session of the conference began with Prof. Dr. Cheryl Craig's keynote speech titled "Being a Teacher in the 21st Century." Craig emphasized that truly transformative and lasting learning begins when the teacher includes themselves in the center of the learning process. She also underscored that teaching is a complex profession containing numerous variables and dynamics. Citing examples from OECD reports, she stated that the quality of education in schools is directly related to teacher training and teacher quality. Finally, she expressed that certifying teachers through standardized teacher education programs would provide competence at an international level.

Another speaker, Prof. Dr. Low Ee Ling, addressed the changing role of teaching in the 21st century in her presentation titled "Rethinking Teacher Education Paradigms and Approaches in the Age of Crises." She highlighted resilience, commitment to values, evidence-based practice, and lifelong professional development as the four pillars of teaching. She noted that artificial intelligence, environmental crises, and socio-emotional needs have made the teacher's task more complex. Drawing attention to the continuity of teacher development through the Singapore model, she stated that future-ready teachers must be individuals who can think across disciplines and possess moral values.

"We must strengthen general skills training in all undergraduate programs to increase employability."

The second session of the conference began with the presentation titled "The Future of Teacher Training Institutions" by Prof. Dr. Yusuf Alpaydın, Dean of the Faculty of Education at Marmara University. Alpaydın emphasized the need to simplify the multiple and fragmented structures within the teacher training system and to create a holistic model at the national level. In this process, he touched upon the importance of establishing a sustainable, data-driven, and effective collaboration mechanism between the Council of Higher Education (YÖK) and the Ministry of National Education (MEB). Furthermore, he underlined the necessity of restructuring faculties of education to adapt to contracting employment conditions in a way that increases teachers' competencies in lifelong learning, professional development, and school-based counseling.

The second session continued with the presentation titled "A New Actor in Teacher Training: The National Education Academy" by Prof. Dr. Ali Fuat Arıcı, President of the National Education Academy. It was stated that the National Education Academy was established as a structure to support the teacher training system, and it was noted that the academy would conduct in-service training, specialization, and leadership programs in addition to programs for prospective teachers. Additionally, it was emphasized that the academy would assume the responsibilities of monitoring, guiding, and developing policies for teacher training processes; and that the aim is to strengthen trust in the teaching profession by abolishing pedagogical formation and increasing practice hours.

"The transformation of faculties of education must be realized with an integrated, flexible, and innovative curriculum, centered on practical wisdom."

In the 3rd Session, Prof. Dr. Mustafa Yunus Eryaman, with his presentation titled "Rethinking Teacher Competencies in the Context of 21st Century Skills: Artificial Intelligence, Big Data Analytics, and Practical Wisdom," emphasized that teachers must internalize self-development rather than treating it as a bureaucratic obligation. Eryaman pointed out that faculties of education aim to train teachers who are flexible, innovative, and possess practical knowledge through an integrated curriculum. Furthermore, he drew attention to the fact that an independent and scientific education board attached to the Presidency, together with sub-commissions, creates merit- and data-based national policies. He emphasized that these policies are subject to external evaluation by NGOs and academic institutions based on objective criteria.

Finally, Prof. Dr. Süleyman Sadi Seferoğlu addressed the importance of digital competencies and artificial intelligence in education in his presentation titled "Transformation of Teaching in the Digital Age: Next Generation Pedagogy and Competencies." He emphasized that for teachers to use technology pedagogically and effectively, they must possess skills in information and data literacy, communication and collaboration, digital content creation, security, problem-solving, and critical thinking. Touching on the importance of using artificial intelligence under teacher guidance, he stated that AI literacy encompasses the skills of using, recognizing, and questioning artificial intelligence. He expressed that rapid change and uncertainties make adaptability mandatory for teachers and students; he also drew attention to the importance of digital footprints and safe usage. It was stated that a qualified and effective education process is possible through the combination of technology and teacher competencies.