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This study will examine the school principals’ ethical decision-making processes and to explore gender-related differences.

This study employed a mixed-method research design, combining qualitative and quantitative approaches. Data were collected through semi-structured in-depth interviews with a sample of 10 male and 10 female principals, who were presented with ethical dilemma scenarios. The qualitative component utilized a phenomenological analysis, while additional quantitative analyses were performed on the same dataset to explore gender-related differences.

Our analysis of principals' ethical evaluations identified three key areas where gender-related differences were evident: decision-making approaches, leadership styles, and philosophy/value orientations. The analysis revealed that women more frequently employed personal approaches, while men favored institutional approaches in their ethical evaluations. Secondly, men tended to adopt a democratic style, while women leaned towards an autocratic style. Finally, men exhibited a relativist orientation, while women displayed an idealist orientation in their ethical decision-making processes.

Gender-based analysis of school principals’ ethical decision-making process has remained an under-researched area. This study contributes to the understanding of gender-related differences in principals’ ethical decision-making processes.

Planning and design of university campuses is as important as the instructional philosophy of universities for determining academic and social development of university students. However, mainstream university campuses have often been designed with typical “normal” or “abled” users in mind and have neglected the needs of students with physical, sensory, and developmental disabilities. Universal design perspective with its equality, social inclusion and social justice agenda can be helpful in giving insights for inclusive educational environments. This study presents a research based design process conducted at a university campus in Turkey to create an inclusive educational environment for the students with disabilities, and to improve their participation in campus' academic and social life. For this purpose, existing campus spaces were evaluated for their inclusiveness both objectively through a checklist and subjectively through participatory workshops and meetings. The findings from both studies were used to identify the needs of the users with disabilities in the campus' settings. The results obtained from these studies were used to inform the implementations, and a holistic plan for creating an inclusive campus environment was developed. This study provides the implications for architectural and urban needs of users with physical, sensory, and vision disabilities or restraints in campus environments, develops methodology for future studies with similar context, and informs about the challenges and opportunities present in the process of creating inclusive university campus environments. .