İHÜ Araştırma ve Akademik Performans Sistemi
DSpace@İHÜ, İbn Haldun Üniversitesi’nin bilimsel araştırma ve akademik performansını izleme, analiz etme ve raporlama süreçlerini tek çatı altında buluşturan bütünleşik bilgi sistemidir.
Güncel Gönderiler
Tahkim hukukunda ve uygulamada tanıkların çapraz sorgusu
(İBER Akademi Yayınları, 2025) Acar, Merve; Kılıç, Şeyma
Tahkim yargılaması, özel hukuk uyuşmazlıklarının çözümünde hız, etkinlik ve taraf iradesine öncelik tanıyan alternatif bir yargılama usulü olarak önem kazanmıştır. Delil ikamesinde taraf iradesine tanınan geniş serbesti, tahkim yargılamasında ispat faaliyetinin usul hukuku bakımından özgün bir yapıya sahip olmasına yol açmaktadır. Bu çerçevede, tanık delilinin hazırlanması, sunulması ve çapraz sorgulama yöntemleri, tahkim yargılamasında maddi gerçeğe ulaşmada belirleyici bir rol üstlenmektedir.
Çalışmada, tanık beyanlarının hazırlanması süreci, duruşmaya hazırlık safhası ve çapraz sorgulama teknikleri detaylı şekilde incelenmekte; tahkim yargılamasında uygulamada karşılaşılan sorunlara çözüm önerileri sunulmaktadır. Tanık dinlemenin sınırları, tanıkların doğrudan ve çapraz sorgusu ile hakemlerin rolü gibi konular, usul hukuku ilkeleri ve tahkim pratiği doğrultusunda tartışılmaktadır.
Bu eser, tahkim yargılamasında delil ikamesine ilişkin kuramsal altyapıyı ve uygulama deneyimlerini bir araya getirerek, hukukçulara, tahkim uygulayıcılarına ve bu alanda akademik çalışma yapan araştırmacılara kapsamlı bir başvuru kaynağı sunmayı amaçlamaktadır.
Digital literacy as a catalyst for sustainable development
(Springer, 2025) Karanfiloğlu, Mehmet; Özel, Meltem; İletişim Fakültesi, Yeni Medya ve İletişim Fakültesi
Digital literacy is increasingly recognized as a foundational competency for achieving sustainable development goals (SDGs). This chapter examines the evolving relationship between digital literacy and sustainability, exploring how digital tools, platforms, and competencies can foster environmental awareness, support green technology adoption, and enhance multi-stakeholder collaboration. Drawing upon interdisciplinary theories such as meta-literacy and systems thinking, the chapter conceptualizes digital literacy not merely as a set of technical skills, but as a transformative framework for civic engagement, innovation, and inclusive participation. Real-world case studies from diverse geographic and socioeconomic contexts illustrate the enabling role of digital platforms in environmental education, policy reform, and marginalized community empowerment. The chapter also identifies key barriers to digital equity, including infrastructure gaps, resource disparities, and policy misalignments. Finally, it outlines strategic recommendations for educators, policymakers, and technology providers to integrate digital literacy into sustainability agendas through curriculum design, public–private partnerships, and digital inclusion policies. By reframing digital literacy as both a means and an outcome of equitable digital transformation, this chapter highlights its critical potential to advance global sustainability efforts in the face of growing ecological and social complexity.
Digital colonialism, ecological crisis and the limits of techno-primitivism
(Media Systems and Media Organisation Research Group, 2025) Yılmaz, Özgür
This article examines the intertwined dynamics of ecological crisis, digitalisation, and techno-primitivism through a genealogical and syncretic lens. It argues that the global ecological crisis is rooted not in a generalised “human impact,” but in the historical processes of colonialism and capitalist extractivism that have systematically depleted the Global South while concentrating power and privilege in the Global North. As digital infrastructures expand, new forms of extractivism – especially data colonialism and digital colonialism – have intensified these global inequalities and externalised environmental harms. The paper critically assesses techno-primitivism as a reaction to technological alienation, highlighting its risk of reproducing colonial logics of othering by framing “primitive” or non-Western lifeways as static alternatives. Instead of technocratic or primitivist solutions, the study advocates for a transformative response based on decolonisation and relationality. Drawing on Indigenous, African, and plural philosophical traditions, it proposes centring the knowledge, rights, and agency of those most affected by ecological and digital injustices. The article contends that only by dismantling extractivist, dualistic, and colonial paradigms and fostering reciprocal, relational approaches can more just, sustainable, and inclusive futures be achieved in both ecological and digital domains.
Friend, tool, or threat? High school students' and teachers' perspectives on AI in learning
(Routledge, 2025) Nazir, Thseen; Özçiçek Nazir, Ayşe; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Artificial Intelligence (AI) is increasingly embedded in secondary education, yet itsimpact on high school students and teachers remains underexplored. This studyemployed a sequential explanatory mixed-methods design to investigate AI adoption,attitudes, and concerns among 545 students and 24 teachers in Kashmir, India.Quantitative results, grounded in the Technology Acceptance Model and SocioculturalLearning Theory, showed that sociocultural and self-perceived learning emerged asthe strongest predictors of positive attitudes, followed by ease of use and usefulness,while ethical concerns had a minor negative influence. Qualitative interviews revealedoptimism about AI’s potential but highlighted risks related to plagiarism, over-reliance, and assessment authenticity. Findings point to the need for AI literacy,ethical training, and clear institutional policies to guide responsible integration. Thisstudy contributes one of the first comprehensive accounts of adolescent and teacherperspectives on AI in high school learning, offering evidence-based recommendationsfor pedagogy and policy.
Reduction in peripheral expression of the TMLHE gene in Turkish youth with autism spectrum disorder
(Elsevier, 2025) Kuşcu Özücer, İpek; Alnak, Alper; Akköprü, Hilal; Karadoğan, Zeynep Nur; Çağlayan, Ahmet Oktay; Selman Adıyaman, Saliha Büşra; Coşkun, Murat; İnsan ve Toplum Bilimleri Fakültesi, Psikoloji Bölümü
Background: Trimethyllysine Hydroxylase, Epsilon (TMLHE) gene mutations have been clinically associated with an increased risk of autism spectrum disorder (ASD). This study aimed to evaluate the peripheral expression profile of the TMLHE gene and its association with ASD phenotype in a clinical sample of youth diagnosed with ASD. Methods: The study sample included 205 participants (ASD: n = 100; controls: n = 105, Mage = 9.25 years, SD = 3.74). The Childhood Autism Rating Scale and the Aberrant Behavior Checklist were administered to assess the severity of ASD and associated symptoms. Peripheral blood samples were collected from all participants, and TMLHE gene expression levels were analyzed using quantitative reverse transcription PCR (RT-qPCR). Results: TMLHE gene expression was significantly downregulated in the ASD group compared to controls (p < .001). Notably, significant correlations were identified between TMLHE expression levels and the CARS subscales for object use (p = .043) and listening response (p = .038). Conclusion: This study represents the first case-control investigation of peripheral TMLHE gene expression in ASD, revealing that TMLHE expression is reduced in children with ASD compared to typically developing peers. These findings contribute to a deeper understanding of the potential implications of TMLHE gene mutations in the etiology of ASD.
