PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

Erasmus+ projects are important in implementing innovative approaches in the educational process. This study is designed as descriptive quantitative research to determine teachers’ opinions about Erasmus+ projects in public schools. The study group consisted of 303 teachers who voluntarily participated in the research from the population of teachers working in public schools in Istanbul. The data are collected using a questionnaire prepared by the researcher by taking expert opinions. The first part of the form, which consists of two parts, contains personal information, and the second part contains questions about teachers’ views on Erasmus+ projects in schools. ANOVA and t-tests are used to analyse the data. The findings showed that the teachers’ opinions on Erasmus+ projects did not differ significantly by gender, institution of duty, professional seniority, and educational status. Also, the teachers had positive opinions about Erasmus+ projects. In addition, the opinions on Erasmus+ projects differed significantly in favour of those who previously participated in an Erasmus+ project, those who had been abroad within the scope of an Erasmus+ project, and those who wanted to participate in Erasmus+ projects.

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