Teachers' Perceptions Regarding the Reflections of Internet of Things Applications in EducationalOrganizations in the Context of Sustainability

SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 223 Balcioglu, Y. S., Güven, E., Çoşkun, A., Sancaktutan, P. (2025). Teachers’ Perceptions Regarding the Reflections of Internet of Things Applications in Educational Organizations in the Context of Sustainability. Social Sciences Research Journal, 14 (01), 223-234. Teachers’ Perceptions Regarding the Reflections of Internet of Things Applications in Educational Organizations in the Context of Sustainability Assoc. Prof. Dr. Yavuz Selim Balcioglu Dogus University ysbalciog[email protected].tr https://orcid.org/0000-0001-7138-2972 Ejder Güven Gebze Technical University eguv[email protected] https://orcid.org/0000-0002-3662-7142 Assoc. Prof. Dr. Ali Çoşkun Bogazici University [email protected] https://orcid.org/0000-0003-1723-1107 Pınar Sancaktutan pinarb[email protected]m https://orcid.org/0009-0002-6739-5820 Abstract This study examines teachers' perceptions regarding the integration of Internet of Things (IoT) applications within educational organizations in the context of sustainability. As digital transformation accelerates in educational settings, understanding how teachers perceive and implement IoT technologies becomes critical for achieving sustainability goals. The research addresses a significant gap in the literature concerning the intersection of IoT applications and sustainable education practices in Turkey, where studies directly examining this relationship remain limited. A phenomenological qualitative research design was employed to capture the lived experiences and perceptions of teachers working with IoT technologies. The study group consisted of twelve teachers from three vocational high schools in the Marmara Region of Turkey who had been involved in IoT projects. Data were collected through semi-structured interviews and analyzed using content analysis. Purposive sampling with a snowball technique was utilized to identify participants with relevant experience. The analysis revealed four primary themes: educational integration of technology-supported sustainability awareness, branch-specific perceptions and positive applied attitudes toward IoT technologies, experiences of using IoT technologies in education and development expectations, and opportunities and structural challenges regarding IoT integration in the context of sustainability. Findings indicate that while teachers recognize significant pedagogical opportunities in IoT applications for fostering environmental awareness and student engagement, they encounter substantial barriers including inadequate technical infrastructure, insufficient institutional support, and limited access to hardware and software resources. Keywords: Internet Of Things, Sustainability Education, Teacher Perceptions, Digital Competencies, Educational Technology İntegration, Vocational Education Introduction The concept of sustainability is addressed not only as environmental awareness but as a multifaceted approach that encompasses economic and social dimensions in recent times. In the field of education, sustainability requires an educational understanding that aims not only for students to acquire knowledge but also to develop environmental identity, social responsibility, and community awareness (Sulla et al., 2024). In this context, sustainability education is a complex process that also shapes teachers’ values, attitudes, and pedagogical approaches. Both in Turkey and the international literature, it is emphasized that in order for sustainability education to succeed, SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 224 teachers' digital competencies, pedagogical content knowledge, and technology usage skills must be enhanced (Asıl & Asıl, 2024; Balıkçı, 2025). Internet of Things (IoT) technologies are increasingly gaining importance in education aligned with sustainability goals. IoT enables physical objects to connect to the internet, collect data, and optimize management processes based on this data. In schools, IoT applications offer innovative solutions that serve sustainability objectives in areas such as smart classrooms, energy efficiency systems, and student performance tracking (Badshah et al., 2023; Kanan et al., 2023). However, effective use of these technologies requires teachers to have both technical and pedagogical competencies. Digital transformation is creating profound changes in the organizational structure of educational institutions and educational processes. Equipping schools with IoT-based systems transforms not only the physical infrastructure but also the role of teachers (Parlak et al., 2023). Teachers are shifting from being mere knowledge transmitters to educators who can effectively use technology in classrooms, analyze student data, and make decisions in line with sustainability principles. In this transformation, teachers’ attitudes towards technology, self-confidence, and professional development are decisive factors (Clipa et al., 2023). Teachers’ perceptions play a critical role in the adoption and sustainable implementation of technology integration. Especially in Turkey, it has been found that there is a positive relationship between teachers’ lifelong learning tendencies, sustainability education tendencies, and digital competency levels (Balıkçı, 2025). These relationships shape teachers’ attitudes towards advanced technologies like IoT and their willingness to use these technologies in classroom settings. However, infrastructure deficiencies and insufficient technical support emerge as significant barriers in practice (Şimşek & Kaya, 2018). In Turkey, studies directly examining the relationship between Internet of Things (IoT) and sustainable education practices are still limited. However, related studies reveal the potential opportunities and existing shortcomings that may arise from the intersection of these two fields. National research generally observes a strong relationship between teachers’ digital material design skills and their perceptions of professional competence (Demircioğlu & Yurt, 2024). This suggests that the production and use of digital materials integrated with IoT technologies may play an important role in teachers’ perceptions and professional development (Gökbulut et al., 2021). Furthermore, in the relationship between sustainability education tendencies and social responsibility perception, it is understood that when teachers have a high tendency towards sustainability education, their perception of national social responsibility is also high (Tiltay et al., 2021). This phenomenon may indicate that sustainability is perceived in educational organizations not only as an environmental goal but also as a multidimensional concept associated with values, responsibility, and social consciousness. Teachers’ perceptions are critical for the adoption and sustainable implementation of technology in education. There is a strong reciprocal relationship between teachers’ attitudes towards technology, digital skills, and competencies to cope with technology. In this context, teachers’ self-efficacy and positive attitudes towards technology use are determining factors for the success of technology integration. Although studies on IoT and sustainable education in Turkey are still limited, existing research reveals both potential opportunities and significant challenges. The widespread adoption of IoT applications such as energy efficiency, resource management, and digitalization in educational processes can be an important tool for achieving sustainability goals (Badshah et al., 2023). However, for the effective use of these technologies, it is necessary to improve teachers’ digital skills, strengthen infrastructure, and provide policy-level support. In this context, research on the integration of IoT with sustainability in education in Turkey is of great importance. Therefore, the aim of this study is to examine the integration of Internet of Things (IoT) technologies with sustainable education practices in educational organizations in Turkey within the framework of teachers’ perceptions and digital competencies. The study aims to provide original data on how teachers perceive IoT applications at the intersection of digital transformation and sustainability goals in education, as well as on the barriers and opportunities related to their use. The significance of the research emerges from its contribution to the limited literature on the relationship between IoT and sustainable education in Turkey, and from producing findings that will guide educational policies and practices. Additionally, analyzing teachers’ digital skill development and attitudes towards sustainability education will shed light on the effective and sustainable use of technology in educational processes. In conclusion, it is of great importance to increase the number of studies on the application and perception of IoT and sustainable education integration in Turkey; to examine in detail teachers’ digital competencies, value perceptions, and infrastructure conditions. In this regard, it is essential for both policymakers and educational administrators to develop strategies supporting this technological transformation. The current study addresses the following research questions. SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 225 Research Questions The following research questions aim to examine the reflections of IoT applications in educational organizations through teachers’ perceptions. These questions address significant gaps in current educational technology research while contributing to an evidence-based understanding within digital competency frameworks. • How do teachers perceive the concept of sustainable education, and how do they reflect this concept in their professional practices? • What are teachers’ perceptions and attitudes towards Internet of Things (IoT) technologies? • How are teachers’ experiences and expectations shaped regarding the use of IoT technologies in educational settings? • What challenges and opportunities are encountered during the integration of IoT applications in educational organizations in alignment with sustainability goals? Literature Review Sustainability & IoT Concept and Their Reflections in Education The concept of sustainability has become one of the central goals of education systems, encompassing environmental, economic, and social dimensions. International literature demonstrates strong correlations between sustainable education and psychosocial variables such as students’ environmental identity, community responsibility, and social engagement. Notably, pre-service teachers’ attitudes toward sustainability education have been shown to significantly relate to their environmental identity and sense of community responsibility (Sulla et al., 2024). Therefore, sustainability can be understood not merely as knowledge transfer but as a process shaped by values education, identity formation, and social responsibility awareness. In the context of Turkey, it has been suggested that teachers with a high tendency toward sustainable education also exhibit a strong perception of national social responsibility (Yiğit et al., 2025). Furthermore, a positive relationship has been identified between teachers’ inclination towards sustainable education and their digital competencies; teachers with higher digital skills are more likely to adopt pedagogical approaches that incorporate sustainability (Veyis & Ciğerci, 2025). From the perspective of digital competence, moderator effects have been observed between Turkish teachers’ digital skill levels and their sustainable education tendencies (Veyis & Ciğerci, 2025). Additionally, significant relationships have been found between teachers’ demographic variables and their digital competencies, with factors such as professional experience and school infrastructure playing influential roles (Suzer & Koç, 2024). It is known that teachers with higher digital proficiency tend to embrace sustainable educational practices more positively (Yiğit et al., 2025). Hence, for new technologies like IoT to be effectively integrated with sustainability in education, teachers must be supported by value-based approaches and trained with technical and digital skills. The Internet of Things (IoT) creates significant opportunities in education by enabling physical objects to collect, monitor, and manage data through internet-connected sensors. IoT use in educational settings offers multifaceted benefits such as student monitoring, efficient resource management, building automation, and enhanced interaction in remote learning environments (Zeeshan et al., 2022). For example, IoT-enabled smart classrooms can achieve energy savings while simultaneously collecting real-time student performance data to optimize instructional strategies (Badshah et al., 2023). Digital transformation also necessitates profound changes in teachers’ roles. Teachers are no longer merely information transmitters but become technology leaders who manage classroom technologies, integrate IoT devices into teaching processes, and analyze real-time student performance data. In this process, teachers’ digital competencies, attitudes, and professional motivation are critically important (Stemberger & Cotar, 2021). A study conducted in Turkey found a significant relationship between teachers’ digital material design skills and their perceptions of professional competence; teachers proficient in digital material design exhibited higher professional competence perceptions (Çetin & Yıldız Baklavacı, 2024). This finding provides important insights into how technologies like IoT can be functionally and effectively used in pedagogical material design. The widespread adoption of IoT applications in education faces various technical and structural barriers. Data privacy, cybersecurity risks, infrastructure deficiencies, and high costs are among the primary challenges (Mhlongo et al., 2023). Moreover, teachers’ competencies in using IoT technologies and their levels of digital literacy are critical for effective integration (Mohamed et al., 2025). In this regard, teachers’ attitudes toward technology and professional development opportunities can be considered key factors influencing the success of IoT implementations. SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 226 In conclusion, to ensure sustainable use of IoT technologies in education, it is necessary to strengthen technical infrastructure, enhance teachers’ digital skills, and develop comprehensive security policies (Zeeshan et al., 2022). Within this framework, teachers’ perceptions and the digital transformation of educational environments play a pivotal role in the widespread adoption of IoT in education. Methodology Research Model In the present study, it was considered necessary to examine teachers’ lived experiences and perceptions regarding IoT applications in educational organizations in order to understand their reflections. Since the phenomenon under investigation is abstract, it was deemed appropriate to conduct this research using a phenomenological design to reveal the concept in a more in-depth and comprehensible manner. Study Group The study group was selected using a purposive sampling method, specifically snowball sampling. The participants consist of 12 teachers (5 female and 7 male) working at three different vocational high schools located in the Marmara Region of Turkey who have been involved in IoT projects. To ensure confidentiality and facilitate the smooth progress of data collection, participants’ real names were kept anonymous and replaced with codes derived from their titles. Participants were coded from P1 to P12. Demographic information regarding the study group is presented in Table 1. Table 1. Demographic characteristics of the participants Participant Code Subject Area Gender P1 Electrical-Electronics Female P2 Information Technologies Female P3 English Female P4 Information Technologies Female P5 Science Female P6 Electrical-Electronics Male P7 Mechanical Technology Male P8 Information Technologies Male P9 Science Male P10 Information Technology Male P11 English Male P12 Electrical-Electronics Male Data Collection Tool, Data Collection Process, and Analysis In this study, the interview technique was employed for data collection. A semi-structured interview form was used as the data collection tool. The data collection process was concluded when data saturation was reached, indicating that no new information was emerging. The collected data were then subjected to content analysis. Data Analysis Procedures The data analysis process followed a systematic content analysis approach based on established qualitative research principles. Content analysis was selected as the analytical method due to its effectiveness in identifying patterns, themes, and categories within qualitative data while maintaining methodological rigor. The analysis proceeded through multiple iterative phases to ensure comprehensive interpretation of the interview data. Upon completion of the twelve semi-structured interviews, all audio recordings were transcribed verbatim to preserve the authenticity and nuance of participant responses. The transcription process was conducted within two weeks of data collection to maintain contextual awareness and facilitate accurate interpretation. Each transcript was reviewed against the original audio recording to verify accuracy and completeness before proceeding to the coding phase. SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 227 The initial coding phase involved open coding, wherein the researchers conducted line-by-line examination of the transcripts to identify meaningful units of text. During this phase, preliminary codes were assigned to segments of text that represented distinct concepts, experiences, or perceptions expressed by participants. This process generated an extensive preliminary code list that captured the breadth of participant responses. The researchers maintained detailed analytical memos throughout this phase to document emerging patterns, questions, and interpretations that arose during the coding process. Following open coding, the research team engaged in focused coding to refine and consolidate the initial code list. Similar codes were grouped together, redundant codes were eliminated, and relationships between codes were examined systematically. This phase involved constant comparison between coded segments to ensure consistency in code application and to identify variations in how different participants discussed similar concepts. The researchers paid particular attention to discrepant cases and negative instances that might challenge emerging interpretations. The development of categories represented the next analytical phase. Related codes were organized into higherorder categories that captured broader conceptual domains within the data. This process required the research team to move beyond descriptive coding to more interpretive analysis, identifying the underlying meanings and connections within participant responses. Categories were continuously refined through iterative review of the coded data, ensuring that each category was internally coherent while remaining distinct from other categories. Thematic analysis followed category development, wherein overarching themes were constructed to represent the major patterns and relationships identified across the dataset. Themes were developed through careful examination of how categories related to one another and to the research questions. The research team engaged in extensive discussion to ensure that identified themes accurately reflected the depth and complexity of participant experiences while remaining grounded in the actual data rather than imposed theoretical frameworks. To enhance the trustworthiness and credibility of the analysis, two independent researchers conducted parallel coding of approximately thirty percent of the transcripts. The researchers then compared their coding schemes and discussed discrepancies until consensus was reached. This process served to minimize individual bias and strengthen the reliability of the analytical interpretations. Cohen's kappa coefficient was calculated to assess interrater agreement, yielding a value of 0.84, which indicates substantial agreement and supports the reliability of the coding scheme. Data saturation was monitored throughout the data collection and analysis process. Saturation was considered achieved when subsequent interviews yielded no new codes or themes and when the research team determined that additional data would not substantially alter or enrich the existing analytical framework. The final two interviews were specifically examined to confirm that no novel information was emerging, thereby supporting the decision to conclude data collection at twelve participants. Throughout the analytical process, the researchers maintained an audit trail documenting all analytical decisions, coding revisions, and theme development. Regular research team meetings were held to discuss emerging findings, challenge interpretations, and ensure analytical rigor. Member checking was not conducted due to logistical constraints and participant availability; however, the research team attempted to maintain fidelity to participant voices by grounding all interpretations in direct quotations and ensuring that themes authentically represented the expressed experiences. The analysis was supported by qualitative data analysis software, which facilitated systematic organization of coded segments, retrieval of related passages, and visualization of relationships between codes and categories. However, the interpretive work remained fundamentally researcher-driven, with software serving as an organizational tool rather than determining analytical outcomes. This comprehensive analytical approach ensured that the findings presented in this study represent a rigorous, systematic interpretation of teacher perceptions regarding IoT applications in educational organizations within the sustainability context. The multi-phase analytical process, combined with measures to enhance trustworthiness, provides confidence in the validity of the identified themes and categories. Ethical Considerations This research adhered to rigorous ethical standards throughout all phases of the study to ensure the protection, dignity, and rights of participants. Prior to data collection, ethical approval was obtained from the institutional review board of the affiliated university. The approval process included submission of the research protocol, interview questions, informed consent forms, and data management procedures for comprehensive ethical review. All research activities commenced only after receiving formal ethical clearance. SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 228 Informed consent was obtained from all participants before their involvement in the study. Each potential participant received detailed written information about the research purpose, procedures, expected time commitment, potential risks and benefits, and their rights as research participants. The information sheet clearly stated that participation was entirely voluntary and that participants could withdraw from the study at any point without providing justification and without any negative consequences. Participants were given adequate time to review the information, ask questions, and consider their decision before providing written consent. The researchers emphasized that declining to participate or withdrawing would not affect the participants' professional standing or relationships with their schools in any way. Confidentiality and anonymity were prioritized throughout the research process. Participants were assigned pseudonymous codes from P1 to P12, and these codes replaced all identifying information in transcripts, analytical documents, and published findings. No personally identifiable information such as full names, specific school names, or other identifying details were recorded or reported. Interview data were stored separately from any documents containing identifying information to prevent inadvertent disclosure. Only members of the research team had access to the data, and all team members signed confidentiality agreements prior to engaging with participant information. Data security measures were implemented to protect participant information. Audio recordings and transcripts were stored on password-protected computers accessible only to the research team. Digital files were encrypted and backed up on secure university servers rather than on personal devices or cloud storage services. Physical documents containing any participant information were kept in locked filing cabinets in secure university offices. The research team established protocols for data retention, stipulating that audio recordings would be permanently deleted within two years of study completion and that anonymized transcripts would be retained for five years in accordance with institutional research data management policies. The researchers considered potential risks to participants and implemented measures to minimize harm. While the interview topics were not expected to cause significant distress, participants were informed that they could decline to answer any questions or pause the interview at any time if they felt uncomfortable. The researchers maintained awareness throughout interviews for signs of discomfort or distress and were prepared to terminate interviews if necessary. Given that some participants discussed institutional challenges and infrastructure deficiencies, the researchers took particular care to ensure that no information would be reported in ways that could negatively impact participants' professional relationships or standing within their schools. Participants were informed about the potential benefits of the research, including contributing to knowledge about IoT integration in education and informing policy development, while also being advised that they might not receive direct personal benefits from participation. The researchers acknowledged the time commitment required from participants and expressed appreciation for their contributions, though no financial compensation was provided in accordance with institutional ethics policies and to avoid creating undue inducement for participation. The researchers maintained reflexivity throughout the study by acknowledging their own positions, assumptions, and potential biases regarding technology integration in education. Regular research team discussions addressed how researcher perspectives might influence data interpretation, and the team remained committed to representing participant voices authentically rather than imposing predetermined theoretical frameworks onto the data. Permission was obtained from school administrators to conduct research on school premises and to recruit teacher participants, though this permission did not substitute for individual informed consent. School administrators were informed that the research would examine teacher perceptions and experiences but would not evaluate individual schools or make institutional comparisons that could be used for accountability purposes. This approach helped ensure that teachers felt free to share candid perspectives without concern for institutional repercussions. Throughout the research process, the principles of respect for persons, beneficence, and justice guided all decisions and interactions with participants. The researchers remained committed to conducting the study in ways that honored participant contributions, protected their wellbeing, and produced knowledge that could ultimately benefit educational practice and policy development in the context of sustainable technology integration. Findings As a result of the research findings, 4 themes and 11 categories related to these themes were identified. The revealed themes and categories are presented in Table 2. SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 229 Table 2. Themes and categories related to teachers’ perceptions Theme of Educational Integration of Technology-Supported Sustainability Awareness The research findings highlight the educational integration of technology-supported sustainability awareness within IoT applications. Participants emphasized the importance of reflecting sustainability awareness in education through IoT projects. Particularly, attention was drawn to the intersection of environmental awareness and technology. Participants expressed their views on developing environmentally conscious systems through IoT projects to foster environmental awareness. Some participant statements are as follows: "I see sustainable education as students learning with consideration for the future. In IoT projects, we cover topics such as environmental monitoring, waste management, and energy conservation. Thus, they both learn technology and become aware of environmental issues." (P9) "Sustainable education is the environmentally friendly use of technology. We work on energy efficiency and renewable systems through IoT. Students gain technical knowledge while developing an environmentally conscious engineering mindset." (P7) Some participants stated that they structure technology as a sustainable learning tool and monitor its progress. In this context, one participant’s view on lifelong learning is as follows: Themes Categories Frequency (f) Educational Integration of Technology-Supported Sustainability Awareness • Environmental Awareness and Technology • Lifelong Learning • Ethics and Social Responsibility 5 4 3 Branch-Specific Perceptions and Positive Applied Attitudes Towards IoT Technologies • Initial Complexity and Subsequent Adoption, Concretization of Learning with Technology • Student-Centered Productivity and Problem Solving 7 5 Experiences of Using IoT Technologies in Education and Development Expectations • Interaction and Increased Student Engagement • Need for Interdisciplinary and Creative Applications • Need for Resources and Technical Support 4 4 4 Opportunities and Structural Challenges Regarding the Integration of IoT Applications in Education in the Context of Sustainability • Pedagogical Contributions for Sustainable Learning (Opportunities) • Technical and Infrastructural Barriers • Lack Institutional Support 5 4 3 SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 230 "Sustainable education is about students approaching technology as producers and solving problems. In IoT projects, we monitored water consumption and greenhouse conditions using sensor data. I consciously integrate such applications into my lesson plans." (P6) "I see sustainability as lifelong learning. With IoT-based presentations, students learn both the language and global issues. This makes education more meaningful." (P11) Some participants also emphasized the ethical and social responsibility dimensions of sustainability. They highlighted topics such as smart cities, justice, and resource management. One participant stated: "I approach sustainability from its social dimension. In IoT projects, we covered topics like justice and resource management. This way, students gain awareness from both technical and ethical perspectives." (P4) Theme of Branch-Specific Perceptions and Practical Positive Attitudes Towards IoT Technologies From participant statements, the theme of branch-specific perceptions and practical positive attitudes towards IoT technologies has emerged. Based on these findings, the first identified category is initial complexity followed by eventual adoption. It is understood that teachers initially found IoT technology complex and unfamiliar, but as they gained experience through projects, this perception was broken down and shaped positively, with learning becoming more tangible through technology. Participant statements are as follows: “IoT seemed complicated at first, but when I realized its connection with nature, my interest increased. Students better understand environmental issues and it helps them use technology consciously.” (P5) “At first, the technical side seemed distant to me, but I became interested in its social impacts. I enrich lessons especially with topics like smart cities. Now I have a more positive view of IoT.” (P4) Participants emphasize that IoT projects contribute to improving students’ productivity, problem-solving, and critical thinking skills, and that when adapted to different branches, efficient tools emerge. Some participant statements are: “IoT is a great opportunity in education. It develops not only software skills but also data handling, hardware, and problem-solving abilities. It teaches students to produce; my attitude is very positive.” (P1) “IoT is essential in vocational high schools. Students learn to set up systems and collect data. I see this technology as a fundamental competency for the future.” (P10) “I initially thought it belonged only to engineering, but I saw its contribution to language teaching in projects. Students use English in real contexts. My attitude toward IoT has changed a lot.” (P3) Theme of Experiences in Using IoT Technologies in Education and Expectations for Development Participants indicated that the use of IoT technologies in education makes the learning experience more interactive and accessible. However, it was emphasized that various difficulties arise in implementations due to technical challenges and infrastructure deficiencies. For the future, the importance of advanced support systems and comprehensive training was highlighted to ensure these technologies can be used more widely and effectively. Under this theme, based on findings emphasizing increased student engagement and concretization of learning through IoT projects, the category of interaction and increased student interest was identified. Participant statements are as follows: “Students become more involved in lessons and learning becomes more tangible through IoT projects.” (P2) “Last week, we did a simple IoT project with students, a small greenhouse model operating with a temperature sensor. Even students who usually have difficulty focusing on lessons participated enthusiastically.” (P12) “I was surprised because the students wanted to stay after class and develop the project further. It really makes learning tangible.” (P8) “Showing by doing instead of just telling creates a totally different effect on students. Their interest in the lesson visibly increased.” (P5) Participants also stated that the use of IoT technologies should increase across various disciplines, from social sciences to foreign languages. They emphasized the importance of applying these technologies more effectively and diversely in education through creative and innovative projects. It was expressed that this would increase interdisciplinary learning opportunities by bringing different fields together. Participant statements include: “In the English class, I had students conduct research on IoT devices; they both got to know the technology and improved their presentation skills. They enjoyed connecting with the real world.” (P3) SSRJ | Social Sciences Research Journal e - ISSN: 2147-5237 https://socialsciencesresearchjournal.com Published (Online): 03-12-2025 2025 14(01), 223-234 231 “That’s a great idea! I also talked about IoT while teaching smart cities in social studies, and it immediately captured the kids’ interest. I wish we could spread these kinds of projects more widely.” (P4) “I think interdisciplinary work is essential. It opens the way for creativity and teaches students to make connections between different fields.” (P9) Participants noted that strengthening hardware, software, and technical infrastructure is a primary requirement for the effective use of IoT technologies in education. Moreover, they emphasized the importance of providing comprehensive technical support and training for teachers to use these technologies more efficiently. Meeting these needs was expressed as critical for the widespread adoption and success of IoT-based applications. Participant statements include: “We want to get involved in IoT projects, but we don’t have enough sensors or appropriate hardware. Even internet-connected devices are limited in number.” (P8) “Students are enthusiastic, but the infrastructure is insufficient. Sometimes even the simplest project takes hours because we can’t find technical support.” (P10) “Desire alone isn’t enough for this field to develop; schools must be provided with serious hardware and technical guidance.” (P2) Theme of Opportunities and Structural Challenges Regarding the Integration of IoT Applications in Education within the Context of Sustainability Participants expressed that IoT technologies provide pedagogical contributions in areas such as environmental awareness, energy efficiency, and data literacy. It was noted that enriching lessons with real-life data increases students' learning motivation. Additionally, the positive impact of project-based learning on students' productivity and digital skills development was emphasized. Some participant statements are as follows: “Air quality measurements we conducted with students through IoT applications were very effective in raising environmental awareness. When they collected the data themselves instead of just learning theory, they internalized the topic better.” (P1) “Students learned analysis in their own projects and works. This reality improved both their digital skills and productivity. Solving real-life problems motivates and strength them.” (P8) Participants indicated that the lack of hardware and infrastructure such as internet, devices, sensors, and software in schools is a significant barrier. It was emphasized that installation processes require technical knowledge, and teachers need adequate support. These issues were described as making it difficult to use IoT technologies effectively in education. Participant statements include: “I’m interested, but our school doesn’t have the necessary devices. The internet connection also frequently cuts off. Therefore, it’s even difficult to start projects.” (P2) “Even installing a simple sensor requires technical knowledge. Not every teacher has this knowledge. When technical support is not provided, teachers naturally hesitate.” (P6) Participants noted that teachers experience a bit of knowledge about the role of IoT technology in education. It was emphasized that school administrations do not provide sufficient institutional support. Some participant remarks are as follows: “I haven’t fully known the place of IoT in education before. And school administration didn’t support us enough. After project, I have had come along way…’’(P11) “Although school management seems to care about such projects, there is little concrete support. When there is no support for material procurement or time scheduling, teachers lose their enthusiasm.” (P7) Discussion The findings obtained in this study indicate that IoT technologies offer significant opportunities for the development of sustainability awareness and pedagogical integration in education. As noted by Mylonas et al. (2025), IoT-based applications contribute to students’ acquisition of sustainable learning experiences by increasing environmental awareness. However, subject-specific perceptions and practical attitudes towards these technologies also play a decisive role in the effectiveness of their use. Alibo (2025) stated in his research that IoT is received more positively and effectively in the fields of science and technology, and that interdisciplinary applications increase learning motivation.