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
Climate change education in elementary grades
(Turkish Education Association, 2026) Saraç, Seda; Yapıcı, Nihal; Güneş, Hale; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
This study aimed to evaluate an eight-week Understanding by Design-based climate change program implemented in 153 elementary schools across Türkiye (65 cities) with a total of 1350 teachers and 35000 students. 402 teachers from 77 schools in 35 cities filled out the teacher opinion form to evaluate the program. Additionally, three focus group interviews with a total number of 26 teachers were conducted in the three biggest cities in Türkiye. In focus group interviews and teacher opinion forms, teachers were asked to evaluate the curriculum in terms of context, input, process, and product. The transcriptions obtained from the focus group interviews and teacher opinion forms were analyzed with content analysis. According to the findings of the study, the curriculum effectively addressed the teachers' needs for climate change education, and the activities helped students to understand and transfer knowledge to their daily lives. However, due to physical limitations and a lack of time, sometimes the activities could not be completed as desired. As a result, this research found that climate change education developed using Understanding by Design is effective for students to comprehend and apply knowledge in their daily lives, which are the ultimate goals of climate change education.
“Din ve Yapay Zeka: Bir Giriş” kitabının incelenmesi
(2025) Kayhan, Kevser
Yapay zeka (YZ) çalışmaları günümüzün en dinamik disiplinlerarası sahalarından biri halini alırken, din ile girdiği etkileşim sosyolojik açıdan giderek daha fazla dikkat çekmektedir. Bu kitap incelemesinde, Beth Singler’ın Religion and Artificial Intelligence: An Introduction (2024) adlı eseri mercek altına alınmıştır. Kitap, YZ ve din ilişkisini alışılagelmiş teolojik kalıpların ötesine taşıyarak; reddetme, benimseme ve uyum sağlama süreçleri ekseninde kurgular. Eserde transhümanizm, yeni dini hareketler ve YZ’nin ontolojik statüsü gibi başlıklar, kültürel ve dijital antropoloji perspektifiyle tartışılmaktadır. İncelemede yazarın longtermism gibi yoğun terminolojiye başvurması metnin akıcılığını zaman zaman zorlayan bir tercih olarak eleştirilse de, teorik zemini somut vaka analizleriyle beslemesi anlatımı dengeleyen başarılı bir strateji olarak görülmüştür. Nihayetinde eser, alandaki araştırmacılar için kapsamlı bir başvuru kaynağı niteliğindedir.
Indirect and conditional associations between ADHD and risky internet use in elementary school children with parent-child conflict and maternal childhood trauma
(Springer Nature, 2026) Derin, Songül; Selman Adıyaman, Saliha Büşra; Ergün, Ahmet Faruk; Ecer Ergün, Tuba; İnsan ve Toplum Bilimleri Fakültesi, Psikoloji Bölümü
Prior work links Attention-Deficit/Hyperactivity Disorder (ADHD) with risky internet use (RIU), yet the family and intergenerational processes that might underlie this association remain uncertain. This study examined whether the ADHD-RIU association was statistically accounted for by parent-child conflict and whether maternal childhood trauma moderated these associations. The sample comprised 120 children aged 6-12 years (58% boys, M = 8.73, SD = 1.80), including 60 with a first-time ADHD diagnosis and 60 controls. Standardized parent- and self-report measures were used to assess RIU, parent-child conflict, and maternal childhood trauma. A dual first- and second-stage moderated mediation model (PROCESS Model 58) tested whether the ADHD-RIU association was linked to parent-child conflict and whether maternal trauma moderated both the ADHD-conflict and conflict-RIU associations. Analyses statistically controlled for child sex, age, parental education, and maternal depression and anxiety. ADHD status was significantly associated with parent-child conflict (0.75, 95% CI [0.42, 1.08]), which was significantly associated with RIU (0.42, 95% CI [0.22, 0.62]). Conditional indirect associations via conflict at low (-1 SD), mean, and high (+ 1 SD) levels of maternal childhood trauma were 0.17, 0.31, and 0.49, respectively, indicating a stronger association at higher trauma levels, while no significant direct ADHD-RIU association remained after accounting for conflict. Findings suggest that the ADHD-RIU link was largely shared with parent-child conflict, and this shared association was more pronounced when mothers reported higher trauma histories. These findings highlight potential relevance for trauma-informed, family-focused approaches that address conflict when considering RIU in children with ADHD.
A roadmap to problematic pornography use: Research, assessment, and treatment
(AVES, 2025) Dinçer, Eren Murat; Durmuş, Hasan; Demirgül, Süleyman Agah; Kavla, Yasin; Kitapçıoğlu, Süreyyanur; Aktürk, İlker; Bozdemir, Tuğba; Sandıkçı, Tuncay; Büyükçorak, Mehmet; Barış, Feride Yüksel
Problematic pornography use has gained increasing scholarly and clinical attention over the past decade. Despite this, definitions remain contested, classification models are inconsistent, and measurement approaches vary, creating barriers for cumulative knowledge and evidence-based practice. This review provides an overview of the conceptual, methodological, and clinical landscape of problematic pornography use. The goal is to guide researchers and practitioners by summarizing current knowledge, identifying research gaps, and highlighting future directions. A narrative review of the literature was conducted, synthesizing theoretical models, epidemiological findings, measurement tools, identified risk and protective factors, and available intervention approaches. Special attention was given to cultural variation, usage characteristics, and the role of moral incongruence. Findings indicate that problematic pornography use is situated at the intersection of behavioral addictions, impulse-control difficulties, and compulsive tendencies, with no consensus on a unifying framework. Prevalence estimates vary widely due to sampling bias and definitional inconsistencies. Risk factors include impulsivity, insecure attachment, and early exposure, while protective factors such as family support and ethical disapproval may buffer risk. Excessive pornography use has been linked to psychological distress, relationship difficulties, and aggressive sexual attitudes, though associations are moderated by contextual variables. Measurement remains inconsistent, with few tools aligned with diagnostic criteria. Interventions such as cognitive behavioral therapy, acceptance and commitment therapy, mindfulness, and pharmacological options show promise, but evidence is limited by small samples and short follow-ups. Future research should prioritize standardized definitions, culturally adapted measurement, inclusion of content-type variables, and methodologically rigorous longitudinal designs. Clinical efforts must expand to diverse populations and relational contexts, moving the field toward an empirically grounded and ethically responsible science of problematic pornography use.
Techno-philosophical and techno-pedagogical implications of a nonformal technology and design education model to empower youth: T3 foundation’s DENEYAP technology workshops program
(Springer Nature, 2026) Bulut, Mehmet Akın; Koçoğlu, Merve; Baş, Fatma Rüveyda; Gülünay, Oksana; Birgili, Bengi; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
This mixed-methods analysis explores the DENEYAP Technology Workshops program, launched by the T3 Foundation in 2017, which aims to develop scientific thinking and problem solving at the intersection of teaching technology skills and design thinking among 4th- and 9th- graders through nonformal learning. The study sought to investigate the program’s techno-philosophical and techno-pedagogical formation. Data collection involved qualitative interviews with founders (n=20) and program developers (n=20). Additionally, to provide a comprehensive understanding of the program from multiple perspectives, lesson plans (n=11) were analyzed to assess the curriculum, whereas classroom observations (n=5) offered insights into instructional methods and learner engagement. The findings obtained through theories such as technology, pedagogy and content knowledge; technology philosophy; and design thinking reveal that the harmony between leaders’ and instructional teams’ visions, and the presence of a solid techno-philosophy in a technology and design education program lead to considerable success; the program’s collaboration with official and unofficial institutions provides incalculable benefits; empathizing (needs analysis) stage at design cycle is crucial and yields critical insights; and the program fosters interest and competency in techno-scientific thinking skills among learners. Conversely, indicating areas in need of improvement in the program, continuous trainer professional development is pivotal; infrastructure and material provision are essential, and there is a lack of quality assurance in assessment practices, in other words, the test stage at design cycle. This study of the innovative, practical and skills-based program points to the critical role of nonformal learning in preparing the next generation for a technology-driven future through the intersection of technology and design education immersed in a strong and rigorous techno-philosophical and techno-pedagogical design.
