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Reimagining HVAC education in Türkiye: structural challenges and strategic solutions.

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Τίτλος: Reimagining HVAC education in Türkiye: structural challenges and strategic solutions.
Συγγραφείς: Saka, Kenan, Orhan, Mehmet Fatih
Πηγή: Discover Education; 1/1/2026, Vol. 5 Issue 1, p1-16, 16p
Θεματικοί όροι: Mechanical engineering, Academic programs, Heating & ventilation industry, Refrigeration & refrigerating machinery, Educational planning
Γεωγραφικοί όροι: Türkiye
Περίληψη: This study evaluates the current state of heating, ventilation, and air conditioning (HVAC) and refrigeration technology education in Türkiye. Technical education in Türkiye is offered at two levels: high school and university. This study focuses on university-level education. At the university level, schools are divided into two categories: two-year associate's degree programs and four-year bachelor's degree programs. Engineering education is provided at the bachelor's level. To obtain the title and rights of an engineer, one must graduate from an engineering faculty that offers at least four years of education at the undergraduate level. Mechanical engineering is one of the commonly taught engineering disciplines in Türkiye. However, there is no dedicated HVAC engineering program in the country. HVAC-related work is carried out by mechanical engineers or, in fewer cases, energy systems engineers. Associate degree programs in HVAC and refrigeration technology are available at 26 universities in Türkiye. This study discusses the universities offering these programs, their course curricula, and enrollment quotas. The laboratories and workshops required to conduct practical courses are also examined. In conclusion, it is proposed that the dispersed programs across the country be consolidated into a single institution under the name of an HVAC School. The potential advantages of establishing such a school are also discussed. [ABSTRACT FROM AUTHOR]
Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Βάση Δεδομένων: Complementary Index
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  – Url: https://dx.doi.org/doi:10.1007/s44217-025-01015-2
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  Data: Discover Education; 1/1/2026, Vol. 5 Issue 1, p1-16, 16p
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  Data: This study evaluates the current state of heating, ventilation, and air conditioning (HVAC) and refrigeration technology education in Türkiye. Technical education in Türkiye is offered at two levels: high school and university. This study focuses on university-level education. At the university level, schools are divided into two categories: two-year associate's degree programs and four-year bachelor's degree programs. Engineering education is provided at the bachelor's level. To obtain the title and rights of an engineer, one must graduate from an engineering faculty that offers at least four years of education at the undergraduate level. Mechanical engineering is one of the commonly taught engineering disciplines in Türkiye. However, there is no dedicated HVAC engineering program in the country. HVAC-related work is carried out by mechanical engineers or, in fewer cases, energy systems engineers. Associate degree programs in HVAC and refrigeration technology are available at 26 universities in Türkiye. This study discusses the universities offering these programs, their course curricula, and enrollment quotas. The laboratories and workshops required to conduct practical courses are also examined. In conclusion, it is proposed that the dispersed programs across the country be consolidated into a single institution under the name of an HVAC School. The potential advantages of establishing such a school are also discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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