NEAR EAST UNIVERSITY
English Preparatory School
Teaching and Learning Policy

Purpose

In line with the educational mission and quality assurance approach of Near East University, the English Preparatory School adopts a qualified, student-centred, and continuously developing teaching and learning policy that supports students in improving their English language proficiency in accordance with the principles of the Common European Framework of Reference for Languages (CEFR) and in attaining the academic language skills required to successfully pursue their undergraduate studies.

This policy aims to promote a culture of quality in educational processes, enhance student achievement, continuously monitor teaching processes, and improve them in accordance with stakeholder feedback.

Scope

This policy covers the teaching and learning activities carried out at the English Preparatory School, the planning and implementation of curricula, teaching methods and techniques, assessment and evaluation processes, learning resources, student support services, the professional development of teaching staff, digital learning practices, alignment with international standards, and the monitoring of teaching and learning processes within the scope of quality assurance.

Vision and Fundamental Approach

The English Preparatory School adopts a student-centred, inclusive, innovative, and quality-oriented educational approach. In educational processes, students’ individual differences are taken into consideration, learning environments are planned in a way that supports active participation, and educational activities are carried out in line with the principle of continuous improvement.

The Preparatory School aims to develop its students not only in terms of English language proficiency, but also in terms of academic communication, critical thinking, ethical values, digital literacy, and lifelong learning skills.

Planning and Updating of Programmes

Preparatory programmes are designed in accordance with the Common European Framework of Reference for Languages (CEFR) and are reviewed at regular intervals by taking students’ academic needs into consideration.

In the process of programme development, student feedback, teaching staff evaluations, internal and external stakeholder opinions, assessment and evaluation results, and findings obtained from quality assurance processes are taken into account.

The Plan-Do-Check-Act (PDCA) cycle is taken as the basis in the planning and updating of programmes.

Teaching Methods and Techniques

A student-centred teaching approach is adopted in the educational processes of the Preparatory School. Communicative language teaching, active learning, collaborative learning, problem-solving, technology-supported teaching, and interactive learning methods are utilised in courses.

Teaching processes are diversified by considering students’ different learning needs, and learning environments are supported through digital tools.

Assessment and Evaluation

Assessment and evaluation processes are carried out in alignment with programme learning outcomes and CEFR descriptors.

Written examinations, speaking and writing assessments, quizzes, assignments, and process-oriented assessment practices are utilised in the evaluation of student achievement.

The principles of validity, reliability, transparency, objectivity, and equality are taken as the basis in all assessment and evaluation practices.

Learning Resources and Learning Environment

The English Preparatory School makes use of contemporary learning environments, digital educational technologies, and learning resources in order to support students’ active participation in educational processes.

Course materials, online learning platforms, and technological infrastructure are regularly reviewed and developed in line with educational needs.

Student Support Services

Academic advising, orientation programmes, and guidance services are provided in order to support students’ academic and personal development.

Student feedback is evaluated regularly, and the findings obtained are used in the improvement of educational processes.

Professional Development of Teaching Staff

The English Preparatory School continuously supports the professional development of its teaching staff.

Within this scope, participation in in-service training, seminars, workshops, training-of-trainers programmes, and professional development activities is encouraged, and the integration of the knowledge and experience gained into educational processes is supported.

Internationalisation

The English Preparatory School aims to provide foreign language education in accordance with international standards and to enhance a multicultural learning environment.

Programmes are conducted in alignment with the CEFR, the academic and social adaptation processes of international students are supported, and contributions are made to the university’s internationalisation objectives.

Monitoring, Evaluation, and Continuous Improvement

Teaching and learning processes are regularly monitored and evaluated within the scope of the quality assurance system.

Necessary improvement activities are planned and implemented in line with findings obtained from internal and external stakeholder feedback, student satisfaction surveys, assessment and evaluation results, board and committee activities, and quality reports.

The Teaching and Learning Policy is reviewed at regular intervals in accordance with the quality assurance approach and updated in line with emerging needs.

NEAR EAST UNIVERSITY
English Preparatory School
Quality Assurance Policy

Purpose

The Near East University English Preparatory School adopts the quality assurance system as an integral part of its teaching and learning processes. This policy aims to ensure that teaching and learning activities are planned, implemented, monitored, and continuously improved in line with national and international quality standards.

The Quality Assurance Policy supports the strengthening of the student-centred education approach, the dissemination of an institutional quality culture, the enhancement of stakeholder participation, and the effective implementation of the quality assurance system across all processes.

Scope

This policy covers the teaching and learning activities carried out at the English Preparatory School, quality management processes, strategic planning activities, the monitoring of performance indicators, internal and external stakeholder feedback, board and committee activities, self-evaluation practices, risk management, and continuous improvement processes.

Fundamental Approach

The English Preparatory School regards quality as a dynamic process that is continuously developed. All activities are carried out on the basis of planning, implementation, monitoring, evaluation, and improvement.

The quality assurance approach is not limited to activities carried out during specific periods; rather, it is an institutional management approach adopted across all academic and administrative processes.

Quality Management Principles

The English Preparatory School adopts the following principles in its quality management processes:

● To base all practices on a student-centred education approach.
● To disseminate a culture of quality across all academic and administrative processes.
● To ensure the active participation of internal and external stakeholders in quality processes.
● To act in accordance with transparency, accountability, and ethical values.
● To adopt an evidence-based management approach in decision-making processes.
● To reflect a culture of continuous improvement in all activities.
● To support the effective and efficient use of resources.
● To ensure the regular monitoring of institutional objectives.
● To follow national and international developments in quality processes.

Implementation of the Quality Assurance System

The quality assurance system is carried out under the coordination of the Unit Quality Commission.

Within this scope:

● The Unit Internal Evaluation Report is prepared.
● Strategic plan objectives are monitored regularly.
● Performance indicators are evaluated.
● Risks and areas for improvement are identified.
● Internal and external stakeholder feedback is analysed.
● The effectiveness of board and committee activities is evaluated.
● Improvement activities are planned and implemented.
● The results obtained are reflected in the next planning process.

Stakeholder Participation

In quality assurance processes, the opinions of students, academic and administrative staff, graduates, and external stakeholders are obtained regularly.

The feedback obtained is taken into consideration in the development of teaching and learning activities, the improvement of processes, and the updating of quality objectives.

Monitoring and Continuous Improvement

Quality processes at the English Preparatory School are carried out in accordance with the Plan-Do-Check-Act (PDCA) cycle.

Quality objectives, performance indicators, board and committee reports, self-evaluation results, risk analyses, and stakeholder feedback are evaluated regularly; improvement activities are planned and implemented in areas where they are deemed necessary.

Responsibilities

The implementation of the Quality Assurance Policy is the responsibility of the Directorate of the English Preparatory School, the Assistant Directors, the Unit Quality Commission, boards and committees, and all academic and administrative staff.

The effective execution of quality processes is considered a shared responsibility of all staff members.

Review of the Policy

This policy is regularly reviewed by the English Preparatory School Unit Quality Commission within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with internal and external stakeholder feedback, quality evaluation results, strategic objectives, and the university’s quality policy.

NEAR EAST UNIVERSITY
English Preparatory School
ASSESSMENT AND EVALUATION POLICY

1. Purpose

The Near East University English Preparatory School aims to determine students’ English language proficiency through reliable, valid, fair, and transparent assessment and evaluation practices in accordance with the Common European Framework of Reference for Languages (CEFR), to support learning processes, and to contribute to the continuous improvement of teaching and learning activities.

2. Scope

This policy covers all assessment and evaluation activities carried out at the Preparatory School, including the planning, preparation, administration, scoring, analysis, reporting, and quality assurance processes of examinations.

3. Fundamental Principles

Alignment with the CEFR, validity and reliability, transparency, equality, impartiality, student-centredness, an ethical approach, evidence-based management, and the Plan-Do-Check-Act (PDCA) cycle are taken as the basis.

4. Assessment and Evaluation Approach

Student achievement is determined through the combined consideration of process-oriented and outcome-based assessment. All assessment tools used are prepared in alignment with course learning outcomes and programme learning outcomes.

5. Quality Assurance

The Assessment and Evaluation Commission monitors the compliance of examinations with quality standards. Assessment tools undergo a multi-stage academic review process.

6. Monitoring and Continuous Improvement

Examination analyses, success rates, and student and teaching staff feedback are regularly evaluated, and the results are reflected in improvement activities within the scope of the PDCA cycle.

7. Responsibilities

The Directorate, Assistant Directors, Assessment and Evaluation Commission, Unit Quality Commission, and teaching staff are responsible for the implementation of this policy.

8. Review of the Policy

This policy is reviewed at regular intervals and updated in line with the quality assurance system.

NEAR EAST UNIVERSITY
English Preparatory School
STUDENT-CENTRED LEARNING POLICY

1. Purpose

The Near East University English Preparatory School adopts a student-centred educational approach that takes into consideration students’ individual differences, learning needs, areas of interest, and learning pace. The purpose of this policy is to create effective learning environments that develop not only students’ academic achievement, but also their critical thinking, communication, problem-solving, collaboration, digital literacy, and lifelong learning skills.

The student-centred learning approach aims to encourage students’ active participation in the learning process and to support their ability to use English effectively in academic, professional, and daily life contexts.

2. Scope

This policy covers all teaching and learning activities carried out at the English Preparatory School, teaching methods and techniques, assessment and evaluation processes, student support services, academic advising, digital learning environments, student feedback mechanisms, and continuous improvement activities.

3. Fundamental Principles

The English Preparatory School adopts the following principles in student-centred learning processes:

● To base all practices on a student-focused learning approach.
● To support students’ active participation.
● To take different learning styles and individual needs into consideration.
● To monitor and support student achievement throughout the process.
● To develop critical thinking and problem-solving skills.
● To encourage collaborative learning environments.
● To make effective use of educational technologies.
● To create inclusive, accessible, and safe learning environments.
● To adopt an educational approach based on ethical values and academic integrity.
● To reflect student feedback in educational processes in line with the principle of continuous improvement.

4. Learning and Teaching Approach

Contemporary teaching methods that ensure students’ active participation in the learning process are utilised in the educational processes of the English Preparatory School.

Within this scope, the following constitute the fundamental components of educational processes:

● communicative language teaching,
● active learning,
● collaborative learning,
● task-based learning,
● project and presentation work,
● technology-supported teaching,
● digital learning platforms,
● classroom practices focused on interaction.

5. Student Support Services

The English Preparatory School supports students’ academic and personal development through:

● orientation programmes,
● academic advising,
● guidance provided by teaching staff,
● feedback practices,
● student opinion and suggestion mechanisms.

6. Student Participation

Students’ active participation in educational processes is regarded as an important part of the quality culture.

Within this scope, students’ views and suggestions are regularly obtained through:

● course evaluation surveys,
● satisfaction surveys,
● feedback forms,
● student representatives,
● opinions and suggestions regarding quality processes,

and are used in the improvement of educational processes.

NEAR EAST UNIVERSITY
English Preparatory School
INTERNATIONALISATION POLICY

1. Purpose

In line with the internationalisation vision of Near East University, the English Preparatory School aims to support students in acquiring English language proficiency at a level that will enable them to succeed in international academic environments, to enhance multicultural learning environments, and to conduct teaching and learning processes in alignment with international standards.

This policy aims to reflect the culture of internationalisation in educational processes, to support the academic and social adaptation of students from different cultures, to provide foreign language education at international standards, and to continuously improve internationalisation activities in accordance with the quality assurance approach.

2. Scope

This policy covers the teaching and learning activities carried out at the English Preparatory School, the admission and adaptation processes of international students, multicultural learning environments, the international professional development activities of teaching staff, programme development activities aligned with international standards, internal and external stakeholder collaborations, and the monitoring of internationalisation processes within the scope of quality assurance.

3. Fundamental Principles

The English Preparatory School carries out its internationalisation activities in line with the following principles:

● To conduct educational programmes in accordance with international standards and in alignment with the Common European Framework of Reference for Languages (CEFR).
● To support the academic, social, and cultural adaptation processes of international students.
● To create multicultural, inclusive, and respectful learning environments.
● To encourage intercultural communication and interaction among students.
● To support the participation of teaching staff in international educational practices, workshops, seminars, and professional development activities.
● To work in cooperation with relevant academic and administrative units in line with the university’s internationalisation strategy.
● To integrate digital learning environments and international good practices into educational processes.
● To use internal and external stakeholder feedback in the development of internationalisation processes.
● To regularly monitor and continuously improve internationalisation activities within the scope of the quality assurance system.

4. Supporting International Students

The English Preparatory School considers supporting the academic and social adaptation processes of international students as one of its primary responsibilities.

Within this scope:

● orientation programmes are organised,
● academic advising and guidance are provided,
● activities supporting cultural adaptation processes are carried out,
● students’ academic development is monitored regularly,
● referral and support services are provided in areas of need.

5. International Learning Environment

The Preparatory School aims to create an inclusive educational environment that supports the joint learning experience of students from different countries.

In teaching processes, cultural diversity is regarded as an asset, and practices that support students in becoming familiar with different cultures and developing effective communication skills are included.

6. Quality Assurance

Internationalisation activities are regularly monitored within the scope of the quality assurance system.

Within this scope:

● international student data,
● student satisfaction surveys,
● stakeholder feedback,
● the alignment of educational programmes with international standards,
● board and committee evaluations

are analysed regularly, and necessary improvement activities are planned in line with the findings obtained.

7. Monitoring and Continuous Improvement

The implementation of the Internationalisation Policy is carried out in accordance with the Plan-Do-Check-Act (PDCA) cycle.

The effectiveness of the policy is regularly evaluated in line with:

● the number of international students,
● international student satisfaction,
● cultural and academic activities,
● the international professional development activities of teaching staff,
● internal and external stakeholder opinions,

and necessary improvements are carried out where required.

8. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, the relevant units involved in the International Student Admission and Placement Process, boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

9. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with the university’s internationalisation strategy, internal and external stakeholder opinions, quality evaluation results, and international developments.

NEAR EAST UNIVERSITY
English Preparatory School
DIGITAL TRANSFORMATION AND EDUCATIONAL TECHNOLOGIES POLICY

1. Purpose

The Near East University English Preparatory School aims to make effective use of digital transformation and educational technologies in teaching and learning processes, enhance students’ learning experiences, increase the efficiency of instructional processes, and continuously improve digital learning practices in line with the quality assurance approach.

The purpose of this policy is to ensure the systematic integration of digital technologies into teaching and learning, assessment and evaluation, student support services, academic advising, communication, monitoring, and quality development processes.

2. Scope

This policy covers digital learning practices carried out at the English Preparatory School, online learning platforms, the use of educational technologies, digital course materials, digital tools used in assessment and evaluation processes, student and teaching staff support mechanisms, digital literacy activities, data security and ethical use principles, the monitoring of technological infrastructure, and the evaluation of digital transformation processes within the scope of quality assurance.

3. Fundamental Principles

The English Preparatory School adopts the following principles in digital transformation and educational technology processes:

● To use educational technologies in a way that supports student-centred learning.
● To integrate digital tools into teaching and learning processes effectively, efficiently, and purposefully.
● To develop students’ digital literacy and independent learning skills.
● To support teaching staff in using digital educational technologies effectively.
● To ensure the accessible, inclusive, and secure use of online learning platforms.
● To base digital assessment and evaluation practices on the principles of validity, reliability, transparency, and ethics.
● To act in accordance with data security, protection of personal data, and academic integrity principles.
● To regularly monitor and develop technological infrastructure and digital learning resources.
● To use data obtained from digital practices in quality development processes.
● To carry out digital transformation processes in line with the principle of continuous improvement.

4. Digital Learning Environments and Educational Technologies

The English Preparatory School makes use of digital learning environments and educational technologies in order to support students’ active participation in learning processes.

Within this scope:

● online learning platforms,
● digital course materials,
● interactive educational tools,
● online assignment and activity applications,
● digital assessment and evaluation tools,
● academic communication and information channels,
● learning management systems

are used as supportive components of educational processes.

5. Student-Centred Digital Learning

Digital technologies are used to support students’ individual learning needs, increase their active participation in learning processes, and strengthen classroom learning through out-of-class learning activities.

Students’ access to course materials, tracking of assignments and activities, feedback processes, and monitoring of academic development are supported through digital tools. In these processes, the development of students’ digital literacy, self-regulation, and lifelong learning skills is aimed.

6. Supporting the Digital Competencies of Teaching Staff

The English Preparatory School supports teaching staff in using educational technologies effectively and developing their digital teaching skills.

In this regard, teaching staff are encouraged to participate in:

● in-service training,
● seminars,
● workshops,
● professional development activities focused on digital educational technologies,
● good practice sharing meetings,

and the integration of the knowledge and experience gained into teaching and learning processes is supported.

7. Digital Assessment and Evaluation

Digital tools used in assessment and evaluation processes are used in alignment with programme learning outcomes and the learning outcomes of the Common European Framework of Reference for Languages (CEFR).

Digital assessment and evaluation practices are based on the principles of validity, reliability, transparency, equality, accessibility, academic integrity, and data security. Examination, assignment, participation, and performance data obtained in digital environments are evaluated for the purpose of monitoring students’ academic development and improving educational processes.

8. Data Security and Ethical Use

The English Preparatory School acts in accordance with ethical values, academic integrity, protection of personal data, and information security principles in the use of digital technologies.

In education, communication, assessment, and evaluation processes carried out through digital platforms, the confidentiality of student and staff information is observed, and the responsible, secure, and purposeful use of digital tools is encouraged.

9. Quality Assurance and Continuous Improvement

Digital transformation and educational technology processes are regularly monitored and evaluated within the scope of the quality assurance system.

Within this scope:

● digital platform usage data,
● student and teaching staff feedback,
● student satisfaction surveys,
● evaluations regarding course materials and learning resources,
● needs analyses concerning technological infrastructure,
● board and committee activities

are regularly analysed, and necessary improvement activities are planned in line with the findings obtained.

10. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, relevant boards and committees, staff responsible for information technologies and web content processes, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and development of digital transformation processes are carried out through the cooperation of the relevant units and under the coordination of the Unit Quality Commission.

11. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with technological developments, teaching and learning needs, student and teaching staff feedback, quality evaluation results, the university’s digital transformation objectives, and national/international good practices.

NEAR EAST UNIVERSITY
English Preparatory School
GOVERNANCE AND LEADERSHIP POLICY

1. Purpose

The Near East University English Preparatory School adopts a participatory, transparent, accountable, ethically grounded, and quality-oriented management approach in its governance and leadership processes.

The purpose of this policy is to ensure that teaching and learning, quality assurance, decision-making, administrative operations, and continuous improvement processes are carried out in accordance with effective leadership and institutional governance principles.

2. Scope

This policy covers the managerial processes, decision-making mechanisms, board and committee activities, quality assurance processes, internal and external stakeholder engagement, communication processes, effective use of resources, and continuous improvement activities carried out at the English Preparatory School.

3. Fundamental Principles

The English Preparatory School adopts the following principles in governance and leadership processes:

● To base all practices on a participatory and inclusive management approach.
● To act in accordance with the principles of transparency and accountability.
● To carry out management processes in line with ethical values and academic integrity.
● To adopt an evidence-based approach in decision-making processes.
● To take into consideration the views and suggestions of internal and external stakeholders.
● To clearly define duties, authorities, and responsibilities.
● To support the effective and efficient use of resources.
● To reflect a culture of continuous improvement in all managerial processes.

4. Governance and Leadership Approach

The English Preparatory School bases its governance processes on the principles of participation, transparency, accountability, and cooperation.

The School administration adopts an effective leadership approach that supports the dissemination of a quality culture, the development of teaching and learning processes, the professional development of staff, and the achievement of institutional objectives.

5. Decision-Making and Participation

In decision-making processes, the views of academic and administrative staff, students, and relevant stakeholders are taken into consideration.

Within this scope, board and committee meetings, academic and administrative meetings, quality commission activities, stakeholder feedback, and student views are regarded as fundamental mechanisms contributing to decision-making processes.

6. Quality Assurance and Continuous Improvement

Governance and leadership processes are carried out as an important part of the quality assurance system.

Strategic objectives, performance indicators, board and committee reports, internal and external stakeholder feedback, and self-evaluation results are regularly monitored; necessary improvement activities are planned in line with the findings obtained.

7. Communication and Transparency

The English Preparatory School bases its managerial processes on open, effective, and sustainable communication.

Information regarding teaching and learning processes, quality assurance activities, and institutional developments is shared with relevant stakeholders through appropriate communication channels.

8. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, heads of boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and development of governance and leadership processes are carried out through the cooperation of relevant units and in line with the quality assurance system.

9. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with the university’s strategic objectives, quality policies, internal and external stakeholder feedback, and quality evaluation results.

NEAR EAST UNIVERSITY
English Preparatory School
CONTINUOUS IMPROVEMENT POLICY

1. Purpose

The Near East University English Preparatory School adopts continuous improvement as a fundamental institutional approach in teaching and learning, assessment and evaluation, student support services, governance, and quality assurance processes.

The purpose of this policy is to contribute to the sustainable enhancement of educational quality by ensuring that all academic and administrative processes are regularly monitored, evaluated, and improved in line with the findings obtained.

2. Scope

This policy covers teaching and learning activities, assessment and evaluation processes, student and teaching staff feedback, quality assurance activities, board and committee activities, performance indicators, risk assessments, and improvement activities carried out at the English Preparatory School.

3. Fundamental Principles

The English Preparatory School adopts the following principles in continuous improvement processes:

● To disseminate a culture of quality across all academic and administrative processes.
● To base processes on the Plan-Do-Check-Act (PDCA) cycle.
● To adopt an evidence-based approach in decision-making processes.
● To regularly evaluate internal and external stakeholder feedback.
● To improve teaching and learning processes in line with student achievement and satisfaction.
● To use assessment and evaluation results in improvement processes.
● To regularly identify risks and areas open to development.
● To monitor the implementation and outcomes of improvement activities.
● To support sustainable development in alignment with institutional objectives.

4. Continuous Improvement Approach

The English Preparatory School considers continuous improvement not merely as an activity carried out during specific periods, but as an institutional quality approach integrated into all teaching, learning, and management processes.

In this regard, processes are regularly monitored, strengths and areas open to development are identified, and improvement activities are planned and implemented in line with the data obtained.

5. Data Collection and Evaluation

Data obtained from different sources are used in continuous improvement processes.

Within this scope:

● student satisfaction surveys,
● teaching staff feedback,
● examination analyses and success rates,
● board and committee reports,
● stakeholder opinions,
● performance indicators,
● risk assessments

are regularly analysed and reflected in quality development activities.

6. PDCA Cycle

Continuous improvement activities at the English Preparatory School are carried out in accordance with the Plan-Do-Check-Act (PDCA) cycle.

Within this scope, areas for improvement are identified, necessary activities are planned, and implementations are carried out. The outcomes of these implementations are monitored, and the findings obtained are transferred to the next planning process.

7. Relation with Quality Assurance

The Continuous Improvement Policy is one of the fundamental components of the quality assurance system.

The Unit Internal Evaluation Report, strategic plan objectives, performance indicators, student and stakeholder feedback, and board and committee activities are taken into consideration in the planning and implementation of continuous improvement processes.

8. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and evaluation of continuous improvement activities are carried out under the coordination of the Unit Quality Commission.

9. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with quality evaluation results, stakeholder feedback, performance indicators, strategic objectives, and institutional needs.

NEAR EAST UNIVERSITY
English Preparatory School
CONTINUOUS IMPROVEMENT POLICY

1. Purpose

The Near East University English Preparatory School adopts continuous improvement as a fundamental institutional approach in teaching and learning, assessment and evaluation, student support services, governance, and quality assurance processes.

The purpose of this policy is to contribute to the sustainable enhancement of educational quality by ensuring that all academic and administrative processes are regularly monitored, evaluated, and improved in line with the findings obtained.

2. Scope

This policy covers teaching and learning activities, assessment and evaluation processes, student and teaching staff feedback, quality assurance activities, board and committee activities, performance indicators, risk assessments, and improvement activities carried out at the English Preparatory School.

3. Fundamental Principles

The English Preparatory School adopts the following principles in continuous improvement processes:

● To disseminate a culture of quality across all academic and administrative processes.
● To base processes on the Plan-Do-Check-Act (PDCA) cycle.
● To adopt an evidence-based approach in decision-making processes.
● To regularly evaluate internal and external stakeholder feedback.
● To improve teaching and learning processes in line with student achievement and satisfaction.
● To use assessment and evaluation results in improvement processes.
● To regularly identify risks and areas open to development.
● To monitor the implementation and outcomes of improvement activities.
● To support sustainable development in alignment with institutional objectives.

4. Continuous Improvement Approach

The English Preparatory School considers continuous improvement not merely as an activity carried out during specific periods, but as an institutional quality approach integrated into all teaching, learning, and management processes.

In this regard, processes are regularly monitored, strengths and areas open to development are identified, and improvement activities are planned and implemented in line with the data obtained.

5. Data Collection and Evaluation

Data obtained from different sources are used in continuous improvement processes.

Within this scope:

● student satisfaction surveys,
● teaching staff feedback,
● examination analyses and success rates,
● board and committee reports,
● stakeholder opinions,
● performance indicators,
● risk assessments

are regularly analysed and reflected in quality development activities.

6. PDCA Cycle

Continuous improvement activities at the English Preparatory School are carried out in accordance with the Plan-Do-Check-Act (PDCA) cycle.

Within this scope, areas for improvement are identified, necessary activities are planned, and implementations are carried out. The outcomes of these implementations are monitored, and the findings obtained are transferred to the next planning process.

7. Relation with Quality Assurance

The Continuous Improvement Policy is one of the fundamental components of the quality assurance system.

The Unit Internal Evaluation Report, strategic plan objectives, performance indicators, student and stakeholder feedback, and board and committee activities are taken into consideration in the planning and implementation of continuous improvement processes.

8. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and evaluation of continuous improvement activities are carried out under the coordination of the Unit Quality Commission.

9. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with quality evaluation results, stakeholder feedback, performance indicators, strategic objectives, and institutional needs.

NEAR EAST UNIVERSITY
English Preparatory School
STAKEHOLDER ENGAGEMENT POLICY

1. Purpose

Within the scope of the quality assurance system, the Near East University English Preparatory School adopts as a fundamental principle the systematic inclusion of the views, suggestions, and expectations of internal and external stakeholders in teaching and learning, governance, and quality development processes.

The purpose of this policy is to enhance the quality of education, strengthen the culture of continuous improvement, and ensure that all activities are carried out in accordance with a participatory management approach by making stakeholder engagement an integral part of institutional decision-making processes.

2. Scope

This policy covers the communication, cooperation, feedback, evaluation, and improvement processes carried out with all internal and external stakeholders, including:

● students,
● academic staff,
● administrative staff,
● graduates,
● public institutions,
● international stakeholders,
● relevant academic and administrative units of the university.

3. Fundamental Principles

The English Preparatory School adopts the following principles in stakeholder engagement processes:

● To base processes on participation and collective wisdom.
● To adopt a transparent and accountable management approach.
● To obtain the views of internal and external stakeholders regularly.
● To adopt an evidence-based approach in decision-making processes.
● To reflect stakeholder feedback in quality development activities.
● To support mutual cooperation and sustainable communication.
● To act in accordance with equality, inclusivity, and ethical values.
● To regularly evaluate stakeholder expectations in line with the principle of continuous improvement.

4. Internal Stakeholder Engagement

The active participation of internal stakeholders in quality assurance processes is supported.

Within this scope, stakeholder views are obtained and evaluated through:

● student satisfaction surveys,
● course evaluation surveys,
● academic and administrative staff satisfaction surveys,
● board and committee activities,
● quality commission meetings,
● suggestion and feedback mechanisms,
● regular information meetings.

5. External Stakeholder Engagement

The English Preparatory School attaches importance to cooperation with external stakeholders in order to contribute to the enhancement of educational quality.

In this regard, the views and suggestions of external stakeholders are obtained and evaluated in the development of educational processes through:

● workshops,
● seminars,
● conferences,
● institutional visits,
● joint activities,
● consultation meetings,
● external stakeholder surveys.

6. Feedback Mechanisms

Stakeholder views are collected regularly through the following tools:

● Surveys
● Interviews and meetings
● Workshops
● E-mail and online communication tools
● Request, suggestion, and complaint mechanisms
● Quality commission evaluations

All feedback obtained is evaluated by the relevant boards and committees, and necessary improvement activities are planned accordingly.

7. Quality Assurance and Continuous Improvement

Stakeholder engagement processes are regarded as an important component of the quality assurance system.

Data obtained from stakeholders are analysed together with:

● the Unit Internal Evaluation Report,
● the strategic plan,
● activity reports,
● performance indicators,
● risk assessments,
● board and committee activities,

and are transformed into improvement activities in accordance with the Plan-Do-Check-Act (PDCA) cycle.

8. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, heads of boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and evaluation of the results of stakeholder engagement are carried out under the coordination of the Unit Quality Commission.

9. Monitoring and Evaluation

The effectiveness of stakeholder engagement processes is regularly monitored and evaluated on the basis of:

● participation rates,
● satisfaction levels,
● number of feedback submissions,
● collaborations carried out,
● workshops and meetings organised,
● the implementation status of improvement activities.

10. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with the university’s strategic objectives, quality policies, internal and external stakeholder feedback, and quality evaluation results.

NEAR EAST UNIVERSITY
English Preparatory School
SOCIAL RESPONSIBILITY AND COMMUNITY CONTRIBUTION POLICY

1. Purpose

The Near East University English Preparatory School recognises that teaching and learning activities are not limited to academic development, but also aim to contribute to the development of individuals who are socially responsible, committed to ethical values, and aware of their responsibilities toward society.

The purpose of this policy is to develop social responsibility awareness among students and staff, support community contribution activities, and strengthen the principles of social awareness, volunteering, cooperation, and sustainable contribution in teaching and learning processes.

2. Scope

This policy covers social responsibility activities, community contribution initiatives, student and staff participation, awareness-raising activities, volunteering activities, stakeholder collaborations, and the monitoring and development of these processes within the scope of quality assurance at the English Preparatory School.

3. Fundamental Principles

The English Preparatory School adopts the following principles in social responsibility and community contribution processes:

● To support social awareness and a sense of responsibility.
● To encourage the participation of students and staff in social responsibility activities.
● To act in accordance with ethical values, human rights, equality, and inclusivity.
● To strengthen the culture of volunteering and solidarity.
● To carry out activities that are responsive to the needs of society.
● To support cooperation with internal and external stakeholders.
● To base social responsibility activities on sustainability.
● To monitor and develop community contribution activities within the scope of the quality assurance system.

4. Social Responsibility Approach

The English Preparatory School regards social responsibility as an important part of its institutional culture.

In this regard, students and staff are supported in developing awareness of social issues, gaining sensitivity toward different social needs, and actively participating in activities carried out for the benefit of society.

5. Community Contribution Activities

The English Preparatory School considers community contribution activities as an important area that supports teaching and learning processes.

Within this scope:

● awareness-raising activities,
● volunteering activities,
● social responsibility projects,
● cultural and academic events,
● activities focused on environment and sustainability,
● joint activities carried out with stakeholders

are supported in line with the understanding of community contribution.

6. Student and Staff Participation

Student and staff participation is encouraged in social responsibility and community contribution processes.

Through these activities, students are expected to develop communication, cooperation, empathy, ethical awareness, and social responsibility skills, while staff are encouraged to actively contribute to institutional and social responsibility processes.

7. Stakeholder Collaboration

The English Preparatory School attaches importance to cooperation with internal and external stakeholders in social responsibility and community contribution activities.

The effectiveness of community-oriented activities is enhanced through collaborations with the relevant academic and administrative units of the university, students, graduates, public institutions, non-governmental organisations, and other external stakeholders.

8. Quality Assurance and Continuous Improvement

Social responsibility and community contribution activities are regularly monitored and evaluated within the scope of the quality assurance system.

Activities carried out, participation levels, stakeholder feedback, and outcomes obtained are regularly analysed, and improvement activities are planned in areas deemed necessary.

9. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, relevant boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and evaluation of social responsibility and community contribution activities are carried out through the cooperation of relevant units and under the coordination of the Unit Quality Commission.

10. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with stakeholder feedback, activity evaluation results, institutional needs, the university’s community contribution objectives, and quality evaluation results.

NEAR EAST UNIVERSITY
English Preparatory School
ACADEMIC ETHICS AND INTEGRITY POLICY

1. Purpose

The Near East University English Preparatory School adopts acting in accordance with ethical values and the principles of academic integrity as a fundamental responsibility in teaching and learning, assessment and evaluation, academic work, and institutional operations.

The purpose of this policy is to ensure that students and staff act in line with the principles of academic ethics, integrity, responsibility, reliability, and fairness, and to establish a reliable, transparent, and ethical learning environment in academic processes.

2. Scope

This policy covers teaching and learning activities, assessment and evaluation processes, student assignments and projects, examination practices, academic advising processes, the professional responsibilities of teaching staff, and all academic and administrative operations carried out at the English Preparatory School.

3. Fundamental Principles

The English Preparatory School adopts the following principles in academic ethics and integrity processes:

● To act in accordance with ethical values and academic integrity.
● To base teaching, learning, assessment, and evaluation processes on fairness, impartiality, and transparency.
● To develop students’ awareness of academic responsibility.
● To prevent cheating, plagiarism, unauthorised assistance, the use of false documents, and similar ethical violations.
● To support teaching staff in acting in accordance with professional ethical principles.
● To adopt the principles of proper referencing, originality, and respect for intellectual labour in academic work.
● To conduct processes related to ethical violations in a clear, fair, and consistent manner.
● To continuously develop a culture of academic integrity within the scope of the quality assurance system.

4. Academic Integrity Approach

The English Preparatory School regards academic integrity as one of the fundamental elements of reliable and qualified education.

In this regard, students are expected to produce their own work in examinations, assignments, projects, presentations, and other academic tasks; to follow proper citation principles in the use of sources; and to act honestly in academic processes.

5. Ethical Conduct and Responsibilities

Students, teaching staff, and administrative staff at the English Preparatory School are expected to act in accordance with ethical values.

Within this scope, all stakeholders are expected to act in line with the principles of mutual respect, fairness, confidentiality, responsibility, academic integrity, and institutional trust.

6. Ethics in Assessment and Evaluation Processes

Assessment and evaluation processes are based on the principles of fairness, impartiality, validity, reliability, transparency, and equality.

Ethical rules are observed in the preparation, administration, evaluation, and announcement of examination results, and a fair and reliable assessment environment that protects students’ rights is established.

7. Prevention of Ethical Violations

The English Preparatory School attaches importance to informing students and staff, raising awareness, and providing necessary guidance in order to prevent violations of academic ethics.

Cheating, plagiarism, presenting another person’s work as one’s own, violating examination rules, and providing false or misleading information are considered contrary to the principles of academic integrity.

8. Quality Assurance and Continuous Improvement

Academic ethics and integrity processes are regularly monitored and evaluated within the scope of the quality assurance system.

Necessary improvement activities are planned in line with student and staff feedback, findings obtained from assessment and evaluation processes, board and committee activities, and evaluations regarding ethical violations.

9. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, relevant boards and committees, teaching staff, administrative staff, and students are responsible for the implementation of this policy.

The development of a culture of academic ethics and integrity is regarded as a shared responsibility of all stakeholders.

10. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with feedback regarding ethical processes, quality evaluation results, institutional needs, and the relevant policies and regulations of the university.

NEAR EAST UNIVERSITY
English Preparatory School
HUMAN RESOURCES AND PROFESSIONAL DEVELOPMENT POLICY

1. Purpose

The Near East University English Preparatory School adopts a human resources approach that is based on qualified staff, ethical values, continuous development, and alignment with institutional objectives.

The purpose of this policy is to support the professional development of academic and administrative staff, enhance staff competencies, strengthen institutional belonging, and establish a sustainable human resources approach that contributes to the quality of teaching and learning processes.

2. Scope

This policy covers the assignment processes of academic and administrative staff working at the English Preparatory School, professional development activities, in-service training, performance evaluation processes, staff satisfaction, institutional communication, a culture of cooperation, and human resources activities carried out within the scope of quality assurance.

3. Fundamental Principles

The English Preparatory School adopts the following principles in human resources and professional development processes:

● To ensure that duties, authorities, and responsibilities are clearly defined.
● To continuously support the professional development of academic and administrative staff.
● To act in accordance with ethical values, the principle of equality, and institutional responsibility.
● To encourage activities aimed at developing staff knowledge, skills, and competencies.
● To support participation in in-service training, seminars, workshops, and professional development activities.
● To strengthen staff satisfaction and institutional belonging.
● To support a culture of cooperation, open communication, and sharing.
● To monitor and develop human resources processes within the scope of the quality assurance system.

4. Human Resources Approach

The English Preparatory School regards human resources as one of the fundamental elements of institutional success and educational quality.

In this regard, academic and administrative staff are supported in fulfilling their duties effectively, contributing to institutional objectives, and taking an active role in the development of a quality culture.

5. Professional Development Activities

The English Preparatory School encourages staff participation in activities aimed at developing their professional knowledge and skills.

Within this scope:

● in-service training,
● seminars,
● workshops,
● training-of-trainers programmes,
● academic and professional meetings,
● good practice sharing activities

are regarded as fundamental components of professional development processes.

6. Staff Satisfaction and Institutional Belonging

The English Preparatory School considers staff satisfaction and institutional belonging as important parts of a sustainable quality culture.

Within this scope, the views, suggestions, and feedback of academic and administrative staff are obtained regularly, and the findings obtained are used in the development of the working environment and institutional processes.

7. Performance and Feedback Processes

Feedback and evaluation processes are carried out in order to support staff in fulfilling their duties and responsibilities effectively.

In these processes, institutional objectives, teaching and learning needs, staff contributions, professional development activities, and quality assurance activities are taken into consideration.

8. Quality Assurance and Continuous Improvement

Human resources and professional development processes are regularly monitored and evaluated within the scope of the quality assurance system.

In-service training activities, staff feedback, satisfaction surveys, performance indicators, and board/committee evaluations are analysed; necessary improvement activities are planned in line with the results obtained.

9. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, relevant boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and development of human resources and professional development processes are carried out through the cooperation of relevant units and under the coordination of the Unit Quality Commission.

10. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with staff feedback, professional development needs, quality evaluation results, institutional objectives, and the relevant policies and practices of the university.

NEAR EAST UNIVERSITY
English Preparatory School
ENVIRONMENTAL AND SUSTAINABILITY POLICY

1. Purpose

The Near East University English Preparatory School adopts an environmentally conscious, sustainable, and responsible institutional approach in its teaching, learning, and administrative processes.

The purpose of this policy is to develop environmental awareness, support the effective and efficient use of resources, reflect the understanding of sustainability in teaching and learning processes, and ensure the continuous improvement of environmentally responsible practices within the scope of the quality assurance system.

2. Scope

This policy covers teaching and learning activities, administrative processes, resource use, environmental awareness activities, sustainability-focused events, student and staff participation, stakeholder collaborations, and the monitoring and development of these processes at the English Preparatory School.

3. Fundamental Principles

The English Preparatory School adopts the following principles in environmental and sustainability processes:

● To disseminate environmental awareness among students and staff.
● To support the effective, efficient, and economical use of resources.
● To encourage the conscious use of energy, water, paper, and other consumption resources.
● To support waste reduction and the development of recycling awareness.
● To strengthen sustainability awareness in teaching and learning processes.
● To contribute to reducing paper consumption through the effective use of digital tools.
● To encourage student and staff participation in environmentally responsible activities.
● To monitor and develop sustainability activities within the scope of the quality assurance system.

4. Environmental and Sustainability Approach

The English Preparatory School regards environmental and sustainability awareness as an important part of institutional responsibility.

In this regard, students and staff are encouraged to develop sensitivity toward environmental issues, gain awareness of the protection of natural resources, and participate in practices that support sustainable living habits.

5. Effective Use of Resources

The English Preparatory School considers the effective and efficient use of resources as one of the fundamental elements of sustainability.

Within this scope, the conscious use of energy, water, paper, technological infrastructure, and physical resources is supported; reducing unnecessary consumption and expanding digital practices are encouraged.

6. Education and Awareness Activities

Activities aimed at increasing the awareness of students and staff are supported in order to develop environmental and sustainability consciousness.

Within this scope, information-sharing activities, events, and awareness initiatives are carried out on environmental awareness, sustainable living, recycling, resource conservation, and social responsibility.

7. Stakeholder Participation and Collaboration

The English Preparatory School attaches importance to cooperation with internal and external stakeholders in environmental and sustainability activities.

Through collaborations with students, academic and administrative staff, relevant units of the university, and external stakeholders, the development of environmentally responsible and sustainable practices is supported.

8. Quality Assurance and Continuous Improvement

Environmental and sustainability processes are regularly monitored and evaluated within the scope of the quality assurance system.

Needs related to resource use, environmental and sustainability activities, student and staff feedback, and stakeholder views are regularly analysed; necessary improvement activities are planned in line with the findings obtained.

9. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, relevant boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and development of environmental and sustainability processes are carried out through the cooperation of relevant units and under the coordination of the Unit Quality Commission.

10. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with environmental needs, sustainability objectives, stakeholder feedback, quality evaluation results, and the relevant policies and practices of the university.

NEAR EAST UNIVERSITY
English Preparatory School
EQUALITY, INCLUSIVITY AND ACCESSIBILITY POLICY

1. Purpose

The Near East University English Preparatory School adopts the principle of creating a fair and supportive learning environment based on equality, inclusivity, and accessibility in its teaching, learning, and administrative processes.

The purpose of this policy is to ensure that all students and staff are part of an accessible and inclusive educational environment where individual differences are respected and equal opportunities are supported, and to strengthen a culture of fairness, diversity, and participation in teaching and learning processes.

2. Scope

This policy covers teaching and learning activities, student support services, assessment and evaluation processes, academic advising, physical and digital learning environments, communication processes, staff and student participation, and equality, inclusivity, and accessibility activities carried out within the scope of quality assurance at the English Preparatory School.

3. Fundamental Principles

The English Preparatory School adopts the following principles in equality, inclusivity, and accessibility processes:

● To demonstrate a fair, respectful, and equitable approach toward all students and staff.
● To respect different cultural, social, linguistic, and individual characteristics.
● To support equal opportunities in teaching and learning processes.
● To create inclusive and safe learning environments.
● To support the accessibility of physical and digital learning environments.
● To take students’ different learning needs into consideration.
● To act sensitively against discrimination, exclusionary attitudes, and unethical behaviour.
● To use student and staff feedback in the development of processes.
● To monitor and develop equality, inclusivity, and accessibility activities within the scope of the quality assurance system.

4. Equality and Inclusivity Approach

The English Preparatory School regards equality and inclusivity as fundamental elements of qualified education.

In this regard, students’ different backgrounds, learning needs, cultural characteristics, and individual differences are taken into consideration, and all students are supported in participating actively and safely in educational processes.

5. Accessible Learning Environments

The English Preparatory School aims to create physical and digital learning environments that support students’ access to teaching and learning processes.

Within this scope, care is taken to ensure that course materials, digital platforms, communication channels, and student support services are as accessible, clear, and usable as possible.

6. Student Support Services

Guidance, academic advising, orientation, and feedback mechanisms are utilised in order to support students’ academic, social, and personal development.

Necessary referral and support processes are carried out by taking students’ individual needs, learning processes, and difficulties into consideration.

7. Equality in Assessment and Evaluation

Assessment and evaluation processes are based on the principles of fairness, transparency, impartiality, validity, reliability, and accessibility.

In examination and evaluation practices, assessing students under equal conditions, ensuring that assessment criteria are clear, and protecting student rights are adopted as fundamental principles.

8. Quality Assurance and Continuous Improvement

Equality, inclusivity, and accessibility processes are regularly monitored and evaluated within the scope of the quality assurance system.

Student and staff feedback, satisfaction surveys, evaluations regarding support services, accessibility needs, and stakeholder views are regularly analysed; necessary improvement activities are planned in line with the findings obtained.

9. Responsibilities

The Directorate of the English Preparatory School, Assistant Directors, the Unit Quality Commission, relevant boards and committees, and all academic and administrative staff are responsible for the implementation of this policy.

The planning, implementation, monitoring, and development of equality, inclusivity, and accessibility processes are carried out through the cooperation of relevant units and under the coordination of the Unit Quality Commission.

10. Review of the Policy

This policy is reviewed at regular intervals within the scope of the quality assurance system.

It is continuously developed through necessary updates made in line with student and staff feedback, accessibility needs, quality evaluation results, institutional objectives, and the relevant policies and practices of the university.

NEAR EAST UNIVERSITY
English Preparatory School
STUDENT ADMISSION AND EXEMPTION POLICY

1. Purpose and Scope

The purpose of this policy is to ensure that student admission, level determination, exemption, and placement processes at the Near East University English Preparatory School are carried out in a transparent, fair, and standardised manner.

This policy covers all practices related to determining the English language proficiency of students admitted to the English preparatory programme, placing them at appropriate levels, recognising prior learning, and carrying out exemption processes.

2. Student Admission Process

Students who enrol in programmes at Near East University where the medium of instruction is English are subject to assessment and evaluation processes carried out by the English Preparatory School in order to determine their English language proficiency.

Within this scope, all students are required to take the English Proficiency and Placement Exam administered at the beginning of the academic year.

The purpose of this exam is:

● to determine students’ current English language proficiency levels,
● to evaluate their eligibility for direct transition to their academic programmes,
● to place them at the appropriate level.

3. Proficiency and Placement Process

The examination process consists of two stages.

3.1. English Proficiency Exam

Students who are successful in this exam are exempted from the English preparatory programme and proceed directly to the undergraduate programmes in which they are enrolled.

3.2. Level Determination and Placement

Students who are not successful in the proficiency exam are placed in classes appropriate to their English levels based on the scores they obtain from the exam.

The placement process aims to ensure that students:

● are included in a learning environment appropriate to their language proficiency levels,
● gain maximum benefit from the educational process.

4. Exemption and Recognition of Prior Learning

The English Preparatory School carries out exemption procedures for students who meet certain criteria.

Students who meet the following conditions may be exempted from the preparatory programme without taking the English proficiency exam or independently of the exam result.

4.1. Education-Based Exemption

● Students who have completed their secondary education in English-speaking countries,
● Students who have received long-term education in countries where the native language is English.

4.2. Academic Transfer-Based Exemption

● Students who have successfully completed the English preparatory programme of another university within the last two years,
● Transfer students.

4.3. International Examination-Based Exemption

Students who achieve the minimum scores determined by the university in the following international examinations are entitled to exemption:

● IELTS
● TOEFL (IBT / CBT)
● Cambridge (CAE, CPE, FCE)
● Pearson PTE
● YDS / YÖKDİL
● SAT
● ACT
● IGCSE
● IB (subject to administrative evaluation)

5. Programme Placement and Target Levels

The English Preparatory Programme is structured in accordance with the Common European Framework of Reference for Languages (CEFR).

Students are placed in the programme at levels ranging from A1 to B1+ according to their placement results.

For the completion of the programme:

● the minimum target level for general students is B1+,
● the target level for ELL, ELT, and TRN departments is B2.

These levels are determined as the required target levels for programme completion.