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
Financial literacy in Türkiye: A bibliometric analysis
(Muhasebe ve Finansman Öğretim Üyeleri Bilim ve Araştırma Derneği, 2026) Baba, Murtala Mustapha; Gümüş, Nihat
This study provides the first systematic and comprehensive mapping of peer-reviewed financial literacy research conducted in Turkey between 2011 and 2025. Following PRISMA guidelines and using the Rpackage bibliometrix, 25 articles indexed in Scopus and Web of Science were identified and analysed. The findings indicate a gradual but steady increase in publication activity, an annual growth rate of 8.16%, predominantly domestic collaboration patterns, and limited international co-authorship. Keyword analysis reveals that Turkish research has largely focused on financial behaviour, financial education, and demographic determinants, while topics such as digital finance literacy and sustainable finance literacy remain underexplored. The results also confirm low financial literacy levels across several Turkish population groups, consistent with international comparative evidence. By providing a replicable bibliometric baseline, this study clarifies the thematic evolution of the field, identifies structural research gaps, and outlines policy-relevant directions for strengthening financial capability in Turkey.
Mine't-ta‘lîl ilâ tekvin'n-nazariyyeti'l-fıkhiyye: Kırâe fî’l-esrâr li’d-Debûsî
(Türkiye Diyanet Vakfı İslam Araştırmaları Merkezi, 2026) Şahin, Muhammed; İslami İlimler Fakültesi
يُحلل هذا البحث من خلال قراءة في كتاب الأسرار لأبي زيد الدبوسي (ت. 430/1039هـ) بنية التعليل عند الدبوسي، بوصفها نقلة تتجاوز نمط التعليل الفقهي المعتاد في المذهب الحنفي؛ إذ لا يقتصر الدبوسي على التعليل بعِلَل فقهية جزئية؛ بل يمزج في منهجه بين الفقه وعلوم أخرى كالكلام والفلسفة، ويقدّم بذلك نموذجًا موسّعًا لتعليل الفروع، يؤسس لما يمكن تسميته في تلك المرحلة المبكرة بـفلسفة الفقه.
يُبرز البحث كيف ساهم هذا التعليل المتعدّد الأبعاد في بناء نظريات فقهية تتجاوز التعليل الوظيفي إلى بنى نظرية متكاملة، من أبرزها نظرية الحق وتقسيماته، والتي تُعدّ عند الدبوسي نقطة انطلاق لبناء نظريات أخرى، مثل نظرية الملك. كما يرصد البحث تطور هذه المفاهيم عبر طبقات متدرجة من الفهم تبدأ من الجزئي وتنتهي بالكلي، وتعود لتؤثر على الجزئي مجددًا.
ومن خلال تحليل الاصطلاحات وأنساق التعليلي في الأسرار، يتضح أنَّ المقاصد عند الدبوسي ليست غاية نهائية؛ بل تشكّل حلقة انتقالية بين التعليل والفلسفة، يُمهِّد بها لبناء النظرية الفقهية، بوصفها بنيةً تدمج بين الفقه وسائر العلوم العقلية. ويبيّن البحث أن هذا المسار يضع الدبوسي في موقع متقدِّم في تاريخ صياغة البنية الفقهية الحنفية، متجاوزًا في رؤيته كتب الخلاف التقليدية، ومُمهدًا لنمطٍ نظري مركّبٍ في تأصيل الفروع.
An innovative non-formal learning model based on nature and science: Content, pedagogy and continuous professional development
(Springer Nature, 2026) Kaya, Volkan Hasan; Bulut, Mehmet Akın; Göçen, Ahmet; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
The current education model is gradually shifting away from its traditional framework, evolving towards a more informal, out-of-brick, outdoor learning culture. In this context, the topic of non-formal out-of-school learning environments, which bridge education with real-life experiences and enhance individuals' learning through daily activities, requires further examination and clarification within relevant frameworks. To this end, this study aims to clarify a framework for "nature and science-based out-of-school learning environments" encompassing content, pedagogy, continuous professional development by achieving a consensus based on expert opinions. This Delphi study employs an exploratory sequential design, a type of mixed-method research. By incorporating the insights of trainers, the study provides significant perspectives on non-formal outdoor learning, particularly in the areas of definition, content, pedagogy, professional development and education technology. The findings highlight the importance of effectively integrating content, pedagogy, professional development, and the pedagogical application of education technology in non-formal learning settings.
"Aidemics" examined analytically through the connectivist theory: Institutional AI-mediation in higher education via an artificial intelligence center (CILT-AI)
(Taylor & Francis, 2026) Bulut, Mehmet Akın; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
The rapid expansion of artificial intelligence (AI) in higher education has intensified calls for pedagogically grounded approaches to AI education that extend beyond tool adoption and participation metrics. This qualitative case study examines how an institutional AI center (CILT-AI: Center for Innovative Learning and Teaching Artificial Intelligence) mediates educators' learning, experimentation, and professional identity. Rooted in connectivist theory, it views AI-mediated learning as a networked process involving educators (faculty-academics), students, structures, and tools. Analysis includes institutional records (n = 567) and interviews with faculty (n = 40) and students (n = 20$). Rather than treating participation as a proxy for learning, the analysis interrogates how, under what conditions, and for whom engagement in AI-focused initiatives translated into pedagogical change, ethical reflection, and shifts in professional self-understanding. The findings show that networked participation only supports learning through collaborative structures that enable disciplinary translation and sustained experimentation; without this mediation, engagement remains aspirational and symbolic. The study introduces Aidemics as an emergent, ethical professional identity formed through sociomaterial engagement within institutional networks, rather than fixed expertise. By complicating assumptions about connectivist networked learning, this research clarifies the role of institutional AI centers and offers design considerations for AI-mediated learning that prioritize both capacity building and ethical reflexivity.
Jenis kopi boru dari Turki: Menengiç Kahvesi
(IKA FAPSI UNPAD, 2026) Bulut, Sefa; Herawati, Netty; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
[No Abstract Available]
