吃瓜tv

Hasim is a graduate from the Masters in Education Studies programme...

Tell us a little bit about your background...

I was born and raised in Ankara, the capital of Türkiye, except for one important year of my childhood. When I was six, my father was assigned to work in the Netherlands, and I began my education there. Returning to Türkiye afterwards was not easy academically, particularly in mathematics. Although I performed very well in most subjects, I struggled with mathematics during the high school entrance exam, answering only 4 out of 25 questions correctly. As a result, despite my strong overall academic performance, I was placed in a lower-ranked high school.

However, this experience became a turning point in my life. In high school, I encountered a mathematics teacher who fundamentally changed the way I viewed learning. She explained mathematics patiently, clearly, and in a way that made it understandable rather than intimidating. Through her supportive and encouraging approach, I gradually began to enjoy mathematics and eventually developed a deep passion for it.

At that point, I realised something important: if someone like me, who once feared mathematics so intensely, could learn to love and succeed in it, then many other students could too. This became the main motivation behind my decision to become a mathematics teacher. I wanted students to experience understanding rather than fear.

I later studied Mathematics Education at Gazi University, one of Türkiye's historic institutions for teacher education. I completed my degree in 2015 and my master's degree in 2021. Alongside my education, I worked for approximately 8 years in various roles at the Turkish Ministry of Education, including as a civil servant, a mathematics teacher, and an assistant headteacher.

Throughout my teaching career, I have always told my students, "If I could do it, you can too. Leave your fear and anxiety behind, try to understand the logic of things instead of memorising them, and learning becomes possible". In many ways, my entire educational journey has been shaped by this belief.

What inspired you to study your course?

One question stayed with me throughout both my personal and professional life: why had I once been so afraid of mathematics? Why did I feel anxious before lessons, struggle to understand concepts, and believe that I was simply "not capable" of learning mathematics?

As I thought about these experiences, I realised that the issue was not mathematics itself. It was closely connected to the broader nature of education, human understanding, and the relationship between teaching, confidence, and learning. The caring attitude of my high school mathematics teacher not only improved my academic results but also changed my relationship with learning itself. This made me begin to question education more deeply.

I found myself asking what education really means. Is education simply the transfer of knowledge from teacher to student? Surely it should be something far more complex and human than that. These questions slowly led me beyond mathematics teaching and towards broader philosophical and educational discussions.

The MSc Education Studies, therefore, offered me the opportunity to explore education not only as classroom practice but also as a philosophical, cultural, and social process. I wanted to better understand how people learn, why some educational experiences empower students while others cause fear and anxiety.

Why did you choose the 吃瓜tv for your Masters?

There were several reasons why I chose the 吃瓜tv. One important factor was related to my scholarship from the Turkish Ministry of Education. The scholarship required students to study at internationally recognised universities with strong global rankings in their fields, and 吃瓜tv consistently performed extremely well across many international rankings in Education Studies.

Another important reason was personal recommendation. My close friend had graduated from 吃瓜tv and spoke very positively about both the university and the city of Glasgow. He described the university as supportive, welcoming, and academically stimulating, while also highlighting the practical advantages of living in Glasgow, including its central location and affordable student accommodation.

I later experienced this myself. Before moving into my own accommodation, I stayed in university accommodation for three months and found it affordable and comfortable. More importantly, I discovered an academic setting that sincerely encouraged scholarly curiosity, discussion and personal development.

What were the main challenges of studying your Masters?

The main challenge for me was definitely language. Although I believed my English was sufficient before arriving in the UK, during the first months, I often felt hesitant and lacked confidence when communicating with classmates and lecturers. Participating in academic discussions, expressing complex ideas, and writing critically in a second language initially felt overwhelming.

However, one of the most valuable aspects of the university was the support available for international students. I enrolled in In-Sessional English courses, which became extremely important in my academic development. These courses were taught by highly experienced educators in very small classes, usually with around five students, creating a supportive and interactive environment.

I attended as many courses as possible in areas where I felt less confident, and this significantly improved both my daily and academic communication skills and my confidence over time. Looking back, these difficulties and challenges ultimately became an important part of my individual development and personal growth as both a student and an individual.

What was the best part of studying your programme?

One of the most valuable parts of the programme was the seminar-based teaching and the essays we had throughout the course. Before joining the programme, I had usually believed that academic writing mainly consisted of finding information in the literature and repeating it through references and citations. I never imagined that my own ideas could be valuable within academic discussions.

However, the lecturers consistently encouraged us to develop our own perspectives rather than simply reproduce and rewrite existing knowledge. The assignments challenged us to analyse critically, question assumptions, and engage with ideas independently. This fundamentally changed the way I approached both education and academic writing.

There is also one experience I will never forget. During a module exploring how urban spaces influence human experience, our lecturer took us to George Square in Glasgow. Rather than choosing the most direct route, he intentionally guided us through a more visually and emotionally impactful street. Although many of us had visited the area several times before, that day we experienced the city in a completely different way. It was a powerful real-life example of how environments, spaces, and even the routes we take can shape human perception and emotion. That lesson stayed with me because it transformed an abstract theoretical discussion into something deeply memorable and meaningful.

What specialist knowledge/professional skills did you develop whilst studying the course?

As an international student, one of the most significant developments for me was learning how to express myself academically in a language other than my mother tongue. The programme not only improved my academic English but also taught me to position my arguments within broader academic discussions and to use literature critically and analytically to support them confidently.

Coming from a mathematics background, I was less familiar with the extensive use of literature, critical interpretation, and philosophical analysis that are central to the social sciences. Through the programme, I developed stronger analytical and critical thinking skills and learned to evaluate different academic perspectives in a more reflective, interdisciplinary way.

In addition, the constant discussions during seminar sessions increased my confidence in academic communication, while presentation-based assignments helped me become more comfortable presenting ideas in English to my classmates.

What have you been doing since graduating?

After graduating with Distinction, I began my PhD studies shortly afterwards. During my MSc, I had already developed a strong interest in artificial intelligence, and this later became one of the central focuses of my doctoral research. My current research explores whether and how artificial intelligence can provide educational feedback through Socratic questioning in mathematics education.

Since starting my PhD, I have continued to build on the academic skills and confidence I gained during the MSc programme. Recently, I presented my research at an international conference in Oxford and have also collaborated with colleagues on an academic article. More importantly, I now feel much more confident and academically independent.

In many ways, the MSc Education Studies programme gave me not only academic knowledge but also the confidence and intellectual freedom to continue developing myself across multiple areas.

What would be your advice for people considering applying for this course next year?

My first advice would be to remain completely open to growth, both academically and personally. Do not be afraid of challenges or uncertainty. I often tell my students, "If I could do it, you can too".

Moving to a new country and adapting to a different educational system can initially feel difficult, especially after becoming comfortable in your own environment. However, genuine development often begins outside our comfort zones. Challenges are a natural part of growth, and asking for help should never be seen as a weakness.

I would strongly encourage prospective students to communicate regularly with their supervisor(s), actively participate in seminars and social activities, and avoid isolating themselves. Glasgow is an incredibly welcoming city, and becoming involved in university life can make a huge difference both academically and personally.

What do you think of the support available at the university?

One of the aspects I appreciated most about the university was the extensive support available in areas where students may feel less confident. Whether it involved academic writing support, dissertation preparation, English language development for international students, or training sessions on academic tools such as EndNote, the university provided practical and accessible support throughout the student journey.

What made this especially valuable was the feeling that students were not expected to manage every challenge alone. You are not alone here. The university creates an environment where asking for support is normal and encouraged. We have received regular emails about them.

In addition, although I did not personally need to use them, I was aware that the university offers additional well-being and financial support services for students experiencing difficulties.

What are your career hopes for the future?

After my PhD, I hope to return to Türkiye and work in a senior position within the Ministry of Education. I believe that the knowledge, perspectives, and experiences I have gained through both my Master's and doctoral studies will allow me to contribute meaningfully to educational development in my country.

At the same time, my experiences have taught me that life can change in unexpected ways. Five years ago, I was a teacher at a secondary school. Today, I have completed a Master's degree with distinction at an internationally respected university and have begun a PhD in the same field. Experiences like this remind me that opportunities often appear unexpectedly, but we must prepare ourselves for them beforehand.

For me, preparation means continuously developing oneself not only through knowledge, but also through broader personal and professional skills. 吃瓜tv has been one of the most important places in helping me prepare for those future opportunities and challenges.