The purpose of this document is to determine the duties, authority, organization, service, program, evaluation and development principles of the Teaching and Learning Center to be established at the Turkish-Japanese Science and Technology University. The Center will be structured to improve the quality of education and training activities at the University, support the pedagogical and professional development of faculty members, strengthen the student-centered learning approach and ensure the dissemination of innovative teaching practices throughout the University.

The center is not only an educational unit that offers periodic seminars to faculty members; It will operate as an academic development center that provides ongoing consultancy to the University in the areas of program design, course development, measurement and evaluation, digital learning, educational technologies, monitoring teaching quality and supporting student success.

TJU's research-oriented, international, interdisciplinary and Türkiye-Japan collaborative university model will form the basis of all activities of the Centre. The university's English language education structure, Japanese language education, applied education approach, research projects, summer semesters and the innovative three-year eight-semester undergraduate model will be taken into special consideration in the support programs to be developed by the Teaching and Learning Center.

The Teaching and Learning Center will be structured as a central academic support unit serving all faculties, institutes, colleges, departments and programs throughout the University. The Center will operate under the Rectorate and will be able to carry out its work under the coordination of the vice rector responsible for education and training.

The academic directions of the Center will be in line with the decisions of the Senate, the Board of Education and Training, the Quality Assurance and Accreditation Board and other relevant academic bodies. In addition, the Center will protect academic confidentiality and professional development approach in the individual consultancy services it offers to faculty members.

The Center will not take over the academic decision-making powers of faculties and programs. Decisions regarding curriculum, course content, measurement and evaluation and program qualifications will be made by the relevant academic boards; The center will provide pedagogical expertise, data, methods, educational technology and application support to these processes.

The mission of the Teaching and Learning Center is to create an educational culture at TJU that is integrated with scientific knowledge production, student-centered, research-based, applied, inclusive and in line with international standards.

The center will support the development of faculty members not only as people who convey field knowledge, but also as academic educators who design learning environments, develop students' critical thinking and problem-solving skills, monitor and continuously improve learning processes.

The center will also contribute to the development of the educational approach necessary for students to assume their own learning responsibilities, establish connections between different disciplines, actively participate in research and project processes, and gain competencies to work in international academic environments.

The vision of the Teaching and Learning Center is to make TJU an exemplary university between Türkiye and Japan in the fields of innovative instructional design, research-based education, digital learning, project-based teaching and intercultural learning.

In the long term, the Center is not only a structure that provides support services within the University; It will develop as a regional center of excellence producing research and knowledge in the fields of teaching science, engineering education, artificial intelligence-supported learning and international higher education practices.

All activities of the center will be based on the principles of student-centeredness, scientific approach, academic freedom, inclusiveness, accessibility, continuous improvement, data-based decision-making, interdisciplinary work and voluntary professional development.

Student-centered education will not be considered as an approach in which students determine all academic decisions, but as designing learning processes to take into account students' active participation, individual differences and development needs.

The teaching methods recommended by the center will not be made into uniform and compulsory practices. It will be recognized that different disciplines, courses, class sizes and learning outcomes may require different teaching methods.

Assessment of teaching quality will not be based solely on student surveys or exam success rates. Teaching portfolios, peer observations, learning outcomes, student work and instructor self-evaluation will be taken into consideration together.

A Teaching and Learning Advisory Board may be established in order to determine the academic orientation of the center and strengthen its coordination with University units. The Center Director, relevant vice rector, faculty and institute representatives, School of Foreign Languages, Quality Coordination Office, Information Technology Unit, Library, Student Coordination Office and student representatives when necessary may take part in the board.

The Board will evaluate the Center's annual activity plan, priority educational needs, requests from faculties and data on teaching quality. The duty of the board is not to make academic decisions instead of faculty or program boards, but to create a common direction for teaching development activities throughout the University.

Academicians from Türkiye and Japan who are experts in the fields of educational sciences, engineering education and digital learning may be invited to the Board as consultants. Thus, it will be possible to benefit from the higher education practices of the two countries and develop a teaching model specific to TJU.

The center will be managed by a Director and, if deemed necessary, assistant directors. It will be preferred for the Center Director to have experience in higher education teaching, program development, measurement and evaluation, educational technologies or academic development.

Faculty Development, Program and Course Design, Measurement and Evaluation, Digital Learning and Educational Technologies, Student Learning Support and Educational Research units can be established within the center.

The center's staff will include educational sciences experts, instructional designers, measurement and evaluation experts, educational technology experts, data analysts and digital content developers. In addition, faculty members from different disciplines will be able to participate in the Center's work as part-time academic advisors or faculty representatives.

A Teaching and Learning Representative can be designated in each faculty or academic unit to communicate with the Center. The representative will convey the training needs of the unit to the Center, announce the activities of the Center to the academic staff and contribute to the sharing of good practices. Representatives will serve as academic contact points that provide professional development and knowledge sharing, rather than as monitors of the performance of academic units. Faculty representatives will share discipline-specific teaching problems and development needs with the Center through regular meetings.

One of the core activities of the center will be to prepare continuing professional development programs for faculty members. These programs will cover areas such as instructional design, student-centered education, research-based teaching, measurement and evaluation, use of digital tools, English tutoring, classroom management and academic advising.

Professional development programs will not only be aimed at beginning faculty members; Programs at different levels will be prepared for experienced faculty members, research assistants, guest academics and industrial experts with teaching responsibilities.

Programs are not limited to theoretical seminars; It will be carried out in the form of applied workshops where faculty members work on their own courses and develop lesson plans, exams, rubrics, projects and digital content.

An academic orientation program will be prepared for all faculty members who start working at TJU. In the program, the University's education model, academic calendar, three-year eight-term undergraduate structure, measurement and evaluation principles, student information system, learning management system, academic ethics and student counseling will be discussed.

Special information will be provided to foreign and Japanese faculty members about the higher education system in Türkiye, student profile, grading practices, protection of personal data and academic regulations of the University.

A teaching mentoring system can be created in which new faculty members are matched with experienced academics in their first academic year. The duty of mentors will not be to limit the academic freedom of new faculty members, but to support their adaptation to the University's teaching culture and systems.

A modular certificate program to improve teaching competencies in higher education can be prepared by the center. Program; It may consist of components such as instructional design, learning outcomes, active learning, measurement and evaluation, digital teaching, inclusive education and teaching portfolio.

The certificate program will be an important development tool, especially for research assistants, postdoctoral researchers and new faculty members with limited teaching experience. Completion of the program may be an indicator of professional development that can be taken into account in teaching assignments; However, it should not be made a mandatory condition alone for academic staff or the right to teach.

The center will provide pedagogical consultancy to relevant academic units in the design of new undergraduate and graduate programs. It will be supported that program objectives, graduate competencies, learning outcomes, course structure and measurement methods are compatible with each other.

In program design, the competencies that the graduate must have will first be determined, and then courses, projects, laboratories, internships and research experiences that will develop these competencies will be planned. This approach will enable programs to be created more consistently using the backward design method.

In TJU's undergraduate programs, fall, spring and summer semesters will be handled as a whole. Summer semesters will be designed not only as accelerated course periods, but also as original learning periods in which applied training, research, laboratory, project and internship activities are concentrated.

Faculty members will be able to receive individual or group consultancy from the Center in the process of developing new courses or renewing existing courses. During the counseling process, the purpose of the course, learning outcomes, weekly content, teaching methods, assessment tools and student workload will be examined together.

Course outcomes will be prepared in a way that is clear, measurable and related to program competencies. It will be taken into account that excessive concentration of course content may prevent students from learning in depth, and a balance will be established between basic knowledge and practice.

The center will not attempt to standardize entire courses; It will support the development of methods appropriate to the field, level and student profile of the course.

In line with TJU's research university model, students will be supported to participate in research processes starting from undergraduate education. The center will support faculty members in incorporating the skills of formulating research questions, literature evaluation, data analysis, experimental design and presenting research results into courses.

Research-based teaching does not mean turning all courses directly into scientific research projects. Students' skills in evaluating evidence, asking questions, establishing hypotheses and interpreting scientific results should be developed in accordance with the course level.

A connection will be established between the university's research centers and laboratories and educational programs; Models that support the participation of undergraduate students in appropriate research groups and projects will be developed.

The center will support project-based learning practices that enable students to work in interdisciplinary teams on real-life problems. It will be ensured that the projects are related to course learning outcomes, applicable and can be evaluated fairly.

In project processes, students are not only interested in the final products; Problem definition, research, design, testing, error analysis, teamwork and reporting processes will also be evaluated.

Real problem and case examples taken from industrial organizations can be used in lessons. However, company demands will not come before the aims of the academic program, students will not be allowed to be used as free labor, and intellectual property rights will be clearly regulated.

Learning outcomes, experiment steps, safety rules and evaluation principles of laboratory education in engineering and science programs will be clearly defined. Laboratory studies will be organized in a way that will develop observation, analysis and interpretation skills rather than mechanical applications in which students simply repeat the given steps.

The center will provide support to academic units in the development of laboratory manuals, preliminary activities, safety training and laboratory evaluation tools.

Virtual laboratories, simulations and digital twin applications can be used not to replace physical laboratories, but to support preparation, repetition and high-cost experiments.

TJU's academic structure, which brings together fields such as artificial intelligence, disaster sciences, energy, sustainability and advanced materials, requires interdisciplinary teaching. The center will support the design of courses and projects carried out with the contribution of more than one department.

In interdisciplinary courses, the duties of instructors, evaluation criteria and student workload should be clearly determined. A common course design will be made to prevent content repetition and fragmented teaching structure in courses where more than one instructor takes part. It will be ensured that students associate the methods of their own fields with the approaches of other disciplines, but do not lose their basic field competencies.

The center will provide support to faculty members in developing measurement and evaluation methods that are valid, reliable, transparent and compatible with learning outcomes. It should be clearly determined which learning outcomes the exam, homework, project, laboratory, presentation, portfolio and application evaluations measure.

Evaluation should not be based solely on the end-of-term exam; Use of formative assessment tools that show students' progress during the semester will be encouraged. Brief feedback, draft submissions, application questions and peer evaluation can be used in this context.

The center will organize workshops on preparing exam questions, examining question quality, rubric development, grading consistency and giving feedback to students.

The use of open evaluation criteria in projects, reports, presentations, laboratory and design studies will be supported. Rubrics will ensure that students understand the expected performance in advance and that instructors make more consistent evaluations.

Rubrics should not be used as mechanical checklists that limit students' creativity. Criteria should describe the nature of the work, but should not force students into a single solution.

Methods will be developed to evaluate joint output and individual contribution separately in team projects.

The Center will support the development of direct and indirect measurement methods to evaluate the extent to which programs achieve graduate competencies. Course success rates, graduation projects, student portfolios, internship evaluations, graduate surveys and employer opinions can be used together.

Evaluation of program outputs will not be done only for the purpose of preparing reports; The results will be used to improve the curriculum, course content, teaching method and student support systems.

It will be ensured that each program develops evaluation methods appropriate to its field characteristics; Applying a single type of indicator to all programs will be avoided.

Since the language of instruction at TJU is English, the Center will prepare programs that will improve the English teaching competencies of faculty members. These studies will be carried out in cooperation with the School of Foreign Languages.

In the programs, topics such as making academic explanations, presenting technical concepts in an understandable manner, in-class interaction, asking questions, ensuring student participation and giving feedback in English will be discussed.

Rather than oversimplifying course content for students with low English proficiency, concept maps, pre-reading materials, term lists, visuals, and additional academic language support will be used.

The Center will provide pedagogical support to the School of Foreign Languages ​​in learning activities related to Japanese language education and Japanese academic culture. Students will be encouraged to link their Japanese language skills with internships, research and mobility activities in Japan.

Comparative training programs can be organized between Turkish and Japanese faculty members for cultural differences in lecturing, student participation, feedback and classroom communication.

Intercultural learning will not be limited to cultural promotion events only; Students will be helped to understand different work styles, communication norms, academic expectations, and team cultures.

The center will support the effective and safe use of digital tools for pedagogical purposes. User guides will be prepared for the learning management system, video conferencing tools, digital evaluation systems, simulations, interactive content and virtual laboratories.

The use of technology in itself will not be considered innovation. Each digital tool should respond to a specific learning need, make it easier for students to access, and not increase unnecessary workload for faculty.

Accessibility, protection of personal data, information security, user experience, system integration and long-term sustainability will be taken into account in the selection of digital tools.

Online and hybrid teaching will be an important area of ​​study due to TJU's joint courses and seminars with Japanese universities. The center will offer support with online course design, live session management, student engagement, time difference planning and online assessment.

Hybrid teaching will not be limited to a technical broadcast model where in-class and online students watch lectures simultaneously. Special instructional design will be made so that both groups of students can participate equally in interaction and learning activities.

Clear rules will determine the conditions under which course recordings will be made, how long they will be stored, who can access them, and how students' personal data will be protected.

The Center will develop guidelines on the responsible, transparent and pedagogically meaningful use of generative AI and other AI tools in education.

Instructors can benefit from artificial intelligence in lesson planning, sample generation, feedback drafting, or learning material development. However, the responsibility of checking the accuracy, impartiality, copyright and confidentiality of the content produced belongs to the instructor.

Students should be clearly informed in which courses and assignments the use of artificial intelligence is allowed, how the use should be explained, and which uses would constitute a violation of academic integrity.

Confidential, personal or unpublished research data cannot be uploaded to unapproved general-purpose AI systems. The results produced by artificial intelligence cannot be used as a sole source of decisive decisions about students or academic staff.

The center will support faculty members' skills in finding, evaluating, adapting and producing open educational resources. Open course materials can make it easier for students to access resources and enable the sharing of instructional materials.

When using open educational resources, attention will be paid to copyright, license, referencing and content accuracy. It will not be assumed that every open source is automatically qualified and up-to-date. Open course materials in Turkish, English and, when necessary, Japanese can be developed and shared on appropriate institutional platforms.

The center will support the equal participation of students with different learning needs, language levels, cultural backgrounds and accessibility needs in educational processes.

In line with the universal learning design approach, presenting course materials in different formats, preparing clear instructions, using accessible digital content and providing different participation methods will be encouraged.

Academic adaptations for disabled students will be arranged to ensure the student's access to education without reducing the quality of learning outcomes. The center will cooperate with relevant student support units in this process.

The center will prepare training and guides that support faculty members to carry out their academic advisory duties more effectively. Academic advising will not be seen only as an administrative process in which course registrations are approved.

Advisors are expected to help students evaluate their academic progress, course load, program options, and research and internship opportunities.

In matters requiring psychological, legal or financial expertise, students should be directed to relevant professional units. Intercultural academic counseling approaches will be developed for international students and students planning mobility to Japan.

The center may conduct programs to improve students' academic skills. Workshops can be organized on academic reading, note taking, time management, problem solving, exam preparation, scientific writing, presentation and team work.

These activities will be designed not as private tutoring services that repeat course content for students, but as activities that develop general learning skills that they can use in different courses and programs.

Students' needs will be determined through student surveys, academic advisor feedback and success data; The confidentiality of personal student data will be protected.

Peer learning programs can be created where successful and experienced students support new students. Peer mentors will not replace the official instructors of the courses; will provide support on study habits, campus systems and learning strategies.

Peer mentors will receive training in communication, ethics, confidentiality and orientation before starting their duties. Mentors will be prevented from doing homework on behalf of students or sharing unauthorized content for exams.

The center can develop a peer lesson observation program with the voluntary participation of faculty members. In this program, faculty members will observe each other's lessons according to certain criteria and provide constructive feedback.

Peer observation will be used as a professional development tool, not as a disciplinary or personnel evaluation mechanism. Observation results will not be transferred to the personnel file or administrators without the permission of the instructor. In cases where formal teaching evaluation will be made, the purpose, method, criteria and data use should be clearly determined in advance.

Faculty members will be encouraged to create teaching portfolios in which they can document their teaching approach, course designs, student feedback, materials they have developed, and improvements they have made.

The teaching portfolio will enable the instructor to present their work holistically, rather than assessing teaching quality solely through student surveys or course load. The center will offer portfolio preparation guides and samples; will provide individual consultancy to faculty members.

Student course evaluations will be used to improve teaching quality. Survey questions will focus on concrete aspects such as course organization, learning environment, feedback, materials, and student participation.

Survey results alone will not be used to make definitive decisions about the instructor's performance. Class size, course level, compulsory-elective course status, student participation rate, and similar contextual factors will be taken into account.

Student comments that are discriminatory, insulting or have nothing to do with the course will be excluded from evaluation. Faculty members will be supported in interpreting the results and preparing an improvement plan.

The Center may establish a small-scale Teaching Innovation Support Program to develop innovative teaching practices. Within the scope of the program, new course materials, simulations, interdisciplinary projects, virtual laboratories and active learning applications will be supported.

The concept of innovation in support decisions will not be reduced only to the use of technology. Priority will be given to suggestions that make a clear contribution to student learning, are applicable and transferable to other courses. The results of supported projects will be reported and appropriate good practices will be shared throughout the University.

To make qualified teaching practices visible, reward and recognition mechanisms can be developed in areas such as superior teaching, innovative course design, student mentoring and international co-teaching.

Awards should not be given solely based on student satisfaction scores. Teaching portfolio, course design, learning outcomes, innovative practices, peer evaluations and student development should be considered together.

The center will support the pedagogical design of joint courses, online modules, intensive programs and joint student projects with Japanese universities. The duties of Turkish and Japanese instructors in joint courses, course language, evaluation methods, student workload, credit recognition and digital system use should be determined in advance.

Differences between the academic calendar, time difference, teaching culture and assessment practices in the two countries will be taken into account in course design. The co-teaching activity will not be considered as just a short online talk by the Japanese academician, but will be considered as active participation in the design and evaluation processes of the course.

Japanese academics who will teach at TJU will be provided with special orientation on the University's student profile, education system, course platforms, assessment practices and academic regulations.

Technical and pedagogical support will be provided for Japanese academics to teach in English or with translation support when necessary. However, the use of translation should be planned in a way that does not disrupt the academic integrity of the course and student interaction.

The Center will be able to conduct research in the field of teaching and learning in higher education. Areas such as student participation, project-based learning, engineering education, artificial intelligence-supported teaching, English education and intercultural learning may be among the research priorities.

Research will be carried out in accordance with the necessary ethical permissions, personal data protection and academic freedom principles. Student data will only be used for specific and legitimate research purposes; Students will be prevented from being forced to participate in research based on course or grade relationships.

The research results produced by the center can be used in the development of the University's teaching policies and turned into scientific publications.

The center can contribute to learning analytics studies in order to understand students' learning processes and support needs. Data such as course attendance, learning management system use, evaluation results and program progress can be examined in an aggregated form.

Learning analytics will not be used to automatically classify, label or penalize students. Risk indicators can be used as early support tools to help the instructor and academic advisor evaluate. Access to personal student data will be limited to duty and authority; Analysis results will not be used against the student without context.

The center will provide pedagogical and technical support for the national and international accreditation preparations of the programs. It will help document program objectives, learning outcomes, course evaluation methods, student workload, and continuous improvement processes.

The center will operate not as a secretariat that prepares accreditation documents on behalf of the program, but as an advisory structure that develops the programs' own quality capacities. Training, consultancy and monitoring programs will be prepared for the development areas identified in teaching and learning as a result of external evaluation and accreditation.

Comprehensive evaluation of each academic program at regular intervals will be supported. In the evaluations, student success, program outcomes, curriculum compliance, teaching capacity, graduate opinions and employer expectations will be considered together. The center will provide data, templates, methods and facilitation support for the preparation of program evaluation reports. Evaluation results will be transformed into concrete improvement plans.

The center can support faculty members in developing lecture notes, videos, animations, case studies, simulations, laboratory guides and interactive content.

Academic accuracy, accessibility, copyrights, protection of personal data and corporate identity principles will be observed in content production.

Digital content production will not only be based on high-cost professional videos; Pedagogically effective, updatable and sustainable materials will be preferred.

The Center, in cooperation with the Library, will organize information literacy, source evaluation, academic writing, citation, database use and research ethics training. It will be ensured that the resources to be used in lessons are accessible to students; Alternatives to high-cost or limited-access resources will be evaluated.

Student feedback will not be limited to end-of-term surveys. Data can also be collected through mid-course feedback, focus group discussions, program meetings and student representatives.

Mid-course feedback will allow the instructor to make necessary improvements before the semester ends. Providing appropriate explanations to students about what feedback is evaluated and how will strengthen the feedback culture.

The center will prepare training programs for students and faculty members on academic honesty, plagiarism, referencing, exam security, collaboration limits and the use of artificial intelligence.

Academic integrity cannot be protected merely by imposing discipline following a violation. Course and assessment designs need to encourage students to think originally, do progressive work, and explain their own learning processes. Evaluation of assignments based solely on similarity ratio will be avoided; context, source use, citation style and student intention will be examined together.

Student data, recordings, assessment results and online activity information collected during classes will be used only for specific educational purposes. Instructors will not share student grades, assignments or personal situations with other students or unauthorized persons. Necessary permissions and anonymization measures will be applied when using student works as examples.

The center will offer its services through different models such as individual consultancy, group workshops, certificate programs, online resources, faculty-specific programs and project support. Individual counseling meetings will be conducted on a confidential basis and will not be reported to administrators without the approval of the instructor. However, relevant regulatory obligations in terms of serious ethical, security or legal risks are reserved. In faculty-specific services, the teaching culture and needs of the relevant discipline will be taken into account.

Training halls, active learning classes, digital content studios, individual consultancy rooms and application areas where teaching technologies can be tested can be created within the center.

Active learning classrooms can be equipped with movable furniture, group work opportunities, shareable screens, and accessible technology. These classes can be used for testing specific teaching methods and for hands-on training of faculty members.

The center's digital platform will include teaching guides, sample course designs, rubrics, video content, short training modules and frequently asked questions.

At the beginning of each academic year, the Center will prepare an annual activity plan in line with the University's strategic goals, faculty demands, quality assessments and student feedback.

The programs to be presented, target groups, implementation schedule, resource needs and expected outputs will be clearly stated in the activity plan. Instead of increasing the number of activities of the center, priority will be given to programs that respond to the real development needs of the University and whose impact can be evaluated.

The performance of the center will not be evaluated limited to the number of seminars or participants organized. Courses developed by faculty members, new methods applied, improvement in program outcomes, teaching innovation projects, consultancy services and user satisfaction will be discussed together.

It will be possible to monitor to what extent the participants apply the knowledge they gained after the training in their lessons. However, this monitoring should be carried out in a way that does not harm the academic freedom of faculty members and confidentiality of consultancy.

The center will prepare an activity report at the end of the academic year. The report will include the programs carried out, the level of participation, the support provided to faculties and programs, the projects carried out, research outputs and priorities for the next period.

The report will not disclose advising information or performance of individual faculty members; It will focus on trends and areas of development at the institutional level.

Centre; It will be possible to cooperate with the teaching and learning centers, educational sciences departments, engineering education institutions and international higher education networks of universities in Türkiye and Japan. Joint certificate programs, faculty exchange, educational research, summer schools and good practice sharing can be developed.

Foreign collaborations will be based on TJU's unique needs; Models from other universities will be adapted to the University's structure rather than directly copied.

In the first phase of the establishment of the center, the University's current teaching practices, faculty needs, digital infrastructure and student feedback will be analyzed. At this stage, the basic organizational structure and priority service areas will be determined.

In the second phase, new faculty orientation, course design, measurement and evaluation, English teaching and digital learning programs will be initiated. A system of faculty representatives and individual consultancy services will be established.

In the third phase, teaching innovation funds, peer observation, teaching portfolio, program evaluation support and joint training programs with Japanese universities will be developed.

In the long term, the aim is to transform the Center into a center of excellence that conducts educational research, international certificate programs and regional teaching development activities.

During the establishment period of the center, priority may be given to programs such as Teaching Orientation in Higher Education, Learning Outcome and Course Design, Effective Measurement and Evaluation, Teaching in English, Project-Based Learning, Digital Teaching Tools, Productive Artificial Intelligence and Academic Honesty and Academic Advising.

These programs should be developed according to the needs of the University's first academic programs and updated regularly according to the results of the implementation.

The Rectorate is responsible for institutional support of the Center and providing the necessary human resources and infrastructure. The Senate determines the basic academic principles regarding the University's teaching and learning policies.

The center is responsible for providing pedagogical support to faculty members, developing good practices, conducting educational research and contributing to the improvement of teaching quality.

Faculties, institutes, departments and programs continue to bear primary responsibility for the quality of their teaching. Receiving service from the center does not eliminate the responsibilities of academic units regarding program and course quality.

Faculty members are responsible for continuing their professional development, keeping their courses up-to-date, evaluating student feedback, and complying with the academic rules of ethics in their teaching activities.

This framework comes into force on the date it is accepted by the authorized academic and administrative bodies of the University. The working principles, service procedures and organizational structure of the center can be detailed in separate regulations.

Frame; The university's academic programs are reviewed at least every three years, taking into account the number of students, technological developments, teaching needs and developments in the Türkiye-Japan partnership.

TJU Teaching and Learning Center should be designed as one of the main institutional structures that improve the quality of education of the University. The center should support the development of an educational culture that is student-centered, research-based and in line with international standards, while preserving the academic freedom of faculty members and discipline-specific teaching approaches.

The success of the center will depend not on the number of events it organizes, but on the lasting improvement it creates in teaching practices, the improvement in the learning outcomes of the programs, the academic participation of students and the professional development of faculty members.

TJU's eight-semester undergraduate model, research and project-oriented education, English teaching structure, Japanese language education and joint academic activities with Japanese universities give the Center a more comprehensive and unique mission than traditional teaching development units in Türkiye.

In this direction, the Center; It should be positioned as a strategic academic center integrating faculty development, program design, measurement and evaluation, digital learning, artificial intelligence, intercultural teaching and educational research. Such a structure will contribute to TJU becoming an internationally recognized university not only in the field of research, but also in terms of teaching quality and innovative student experience.