Justice Beyond Access: Epistemic and Pedagogical Dimensions of a MOOC-Based Model in Teacher Education

• In Event: AERA Poster Session Thursday 7:45am
  In Poster Session: Building Just and Equitable Education Systems

Abstract

This exploratory study examines how pre-service elementary mathematics teachers experience epistemic justice, digital equity, and pedagogical autonomy in a MOOC-integrated elective course at a non-profit private university in Türkiye. Grounded in the theoretical frameworks of Fricker (2007), Selwyn (2021), and Biesta (2015), the study analyzes 68 student reflections, 17 interviews, and institutional documents. The findings highlight increased learner agency, epistemic inclusion, and reflective pedagogical growth, while also revealing challenges related to linguistic accessibility, cultural relevance, and platform usability. The model introduced offers a scalable, justice-oriented framework for digital learning in teacher education, foregrounding student voice, contextual knowledge, and purposeful design. This study contributes to discussions on educational justice by informing policy, enriching teacher preparation, and guiding equitable, interdisciplinary digital innovation.

Authors

• MELEK NEŞE ÖZEFE, MEF University

• Bengi Birgili Karabulut, MEF University