FEATURED NEOLOGISM:

One neologism I find particularly interesting is technopedagogy, a compound term formed from technology and pedagogy. The term refers to an integrated approach to teaching and learning in which digital technologies are not merely tools but are embedded within pedagogical design and instructional decision-making. It emerged alongside the expansion of digitalisation in education, gaining wider visibility with the growth of online, blended, and technology-enhanced learning, particularly during and after the COVID-19 pandemic. Structurally, technopedagogy is a hybrid neologism that combines a technological lexeme with an educational one, reflecting a conceptual shift in how teaching practices are framed in contemporary educational discourse. The term illustrates how neologisms arise to name evolving professional practices and to articulate new relationships between technology, pedagogy, and learning in response to societal and institutional change. Source: Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054

I hold a BA in English Language Teaching and completed my MSc and PhD in Educational Administration, with a doctoral focus on comparative educational policies in OECD countries and Türkiye. My academic work lies at the intersection of language, education, policy and social transformation, with particular attention to how linguistic practices shape institutional communication, inclusion and democratic participation. I have extensive experience in international and comparative research through Erasmus+ and COST-related projects, and I regularly work with multilingual academic and professional texts as a researcher, editor and trainer. My interest in neology stems from the role of lexical innovation in educational discourse, policy texts and public communication, where new concepts emerge faster than shared terminology. More information about my academic work is available here.