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.
İndekslere Göre Dağılım
Yıllara Göre Dağılım
Türlere Göre Dağılım
Güncel Gönderiler
Examination of university students’ opinions on online education: The case of a private foundation university in Türkiye
(Tamer KUTLUCA, 2026) Gülcan, Nihal; Bulut, Mehmet Akın; Kaya, Mehmet Haldun; Yurdunkulu, Adem; Meylani, Rusen; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
This qualitative case study examined university students’ perceptions and experiences of online education during the Covid-19 pandemic across motivation, self-efficacy, assessment, technological infrastructure, readiness, and lifelong learning, and compared these views with course evaluation data. Semi-structured interviews with 26 undergraduate and graduate students at a foundation university in Istanbul were triangulated with content analysis of 110 course evaluation surveys using thematic content analysis. Students valued flexibility, time efficiency, and access to recorded materials, but reported social isolation, reduced motivation, and technical problems as major drawbacks. Online learning supported digital literacy and presentation skills, yet practical and highly interactive courses were seen as less effective. Assessment fairness and exam disruptions were recurring concerns. Most participants preferred face-to-face or hybrid models, viewing hybrid as the best balance of flexibility and engagement. Limited to one institution and self-reports, the study recommends stronger infrastructure, digital equity, online pedagogy training, interactive design, fair formative assessment, and communitybuilding, contributing nuanced evidence from Turkish foundation universities.
A review of Artificial Intelligence in education: What is ahead, what is left behind at global scale?
(TÜBA, 2026) Bulut, Mehmet Akın; Buckley, Jeffrey; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
This narrative review synthesizes recent research on artificial intelligence (AI) in education to address gaps in understanding its diverse roles, integration strategies, and pedagogical implications. The review aims to evaluate AI integration within curricula and instructional practices, examine AI literacy development, identify inclusive pedagogical strategies, compare adoption challenges including ethics and equity, and analyze AI's role in fostering critical thinking and creativity. Literature published between 2020 and 2025 was identified through searches of the Scopus, Web of Science, PubMed/MEDLINE, and arXiv databases, supplemented by AIassisted semantic search, and a purposively selected body of 86 sources comprising peer-reviewed journal articles, books, conference proceedings, and preprints was retained as representative evidence for critical synthesis. A thematic analysis of empirical and theoretical studies across global K-12, higher education, and professional contexts was conducted, focusing on AI literacy and educator preparedness, curriculum design, pedagogical effectiveness, inclusivity, and ethics. Findings reveal that AI-enabled personalized and adaptive learning can significantly enhance student engagement and outcomes while supporting diverse learner needs; however, equitable access and infrastructure disparities limit inclusivity. Curriculum frameworks emphasize interdisciplinary AI literacy integrating ethical and technical competencies, yet standardization and comprehensive coverage remain insufficient. Educator readiness is critical but hindered by knowledge gaps and limited professional development, affecting effective AI adoption. Ethical concerns, including data privacy and algorithmic bias, are widely recognized but inadequately addressed in practice. Collectively, these findings underscore AI's transformative potential in education contingent on balanced curriculum design, ethical integration, and robust teacher support. The review informs educators, policymakers, and researchers on effective AI embedding strategies to prepare learners for an AI-driven future.
La Inteligencia Artificial y el liderazgo educativo: Un análisis bibliométrico (2004–2024) y revisión de políticas globales
(2026) Adıgüzel, Tufan; Kaya, Mehmet Haldun; Bulut, Mehmet Akın; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
La rápida evolución de la Inteligencia Artificial Generativa (GenAI) y la transición hacia la Sociedad 5.0 han catalizado una profunda metamorfosis sociotécnica en los sistemas educativos globales, modificando la función de los líderes educativos, que pasan de ser gestores administrativos a estrategas tecnopedagógicos. Este estudio investiga la intersección entre inteligencia artificial (IA) y liderazgo educativo mediante un diseño de investigación de método dual, que combina un análisis bibliométrico de 188 documentos académicos principales (2004–2024) de la base de datos Web of Science con un análisis temático cualitativo de 30 informes globales influyentes sobre la IA elaborados por organizaciones como la UNESCO, la OCDE y la OSPI de Washington. Las conclusiones revelan una brecha significativa entre teoría y práctica, donde la literatura actual continúa siendo en gran medida normativa y carente de evidencia empírica sobre la interacción real entre director e IA. El elemento central del marco teórico emergente es el modelo humano-IA-humano (H-IA-H), que sitúa a la IA como «copiloto» en vez de árbitro final, lo que subraya el hecho de que los procesos educativos deben comenzar y terminar con la perspectiva humana. Las tendencias bibliométricas destacan un cambio hacia el «liderazgo distribuido híbrido», donde las tareas técnicas se delegan a la IA mientras que el liderazgo adaptativo, fundamentado en la empatía y la ética, se mantiene como prerrogativa humana. A pesar del potencial de la IA para reducir las cargas de trabajo administrativas y facilitar el aprendizaje personalizado escalable, el estudio identifica riesgos críticos relacionados con el sesgo algorítmico, la «brecha de inteligencia» y la protección de datos. Los resultados indican que, a pesar de que aproximadamente el 50 % de los líderes educativos ya interactúan con IA, existe una brecha sustancial de competencias en materia de gobernanza algorítmica. Este artículo concluye con un llamamiento a actualizar los marcos de competencias de liderazgo y las «políticas de uso y ética de la IA» localizadas para garantizar que la integración tecnológica mejore la agencia humana en lugar de socavar la autonomía pedagógica.
A needs analysis study for faculty active learning training in a MOOC professional development environment
(Modestum, 2026) Bulut, Mehmet Akın; Adıgüzel, Tufan; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Active learning is widely promoted in higher education, yet faculty professional development (PD) often struggles to produce sustainable, observable change in classroom practice, especially when delivered online and asynchronously. Grounded in constructivism and operationalized through Fink’s (2003) active learning design, this qualitative case study investigated a micro-learning-based asynchronous PD program supported by an online community of practice (CoP). The training was developed using an online-course instructional design model tailored for asynchronous environments and informed by a multi-phase needs analysis through student evaluations, student open-ended surveys, LMS course review using a grounded active learning inventory, faculty focus groups, field notes, and faculty post-training reflections. Six faculty members completed the program and participated in data collection. Upon needs analysis, four data sources were formed: lesson observations with follow-ups, participant teaching reflections, discussion board artifacts across modules, and three interview sets targeting experiences with the asynchronous micro-learning course, active learning adoption, and CoP participation. To ensure a meaningful shift in faculty practice, a comprehensive needs analysis identified several critical requirements for PD in active learning. First, there was an essential need for training that focused on the constructive alignment of learning outcomes with classroom activities, the expansion of diverse interaction patterns, and the systematic integration of student reflection. While the time constraints of busy academics necessitated the flexibility of asynchronous micro-learning and mobile-accessible content, the analysis highlighted a significant gap in participant self-regulation and peer interaction. Consequently, for PD to be effective, it must move beyond simple content delivery to include structured accountability mechanisms and intentional community facilitation. A successful framework must therefore provide practice-oriented training across low-, moderate-, and high-level active learning strategies, underpinned by strong programmatic coherence to sustain long-term engagement and deepen pedagogical mastery.
Üstün yetenek potansiyelli çocuklar için okul öncesi dönemde aktif öğrenme ve teknoloji kullanımı
(Nobel Bilimsel Eserler, 2025) Bulut, Mehmet Akın; Güçlü, Selin; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Bu bölüm, okul öncesi dönemde üstün yetenek potansiyelli çocuklar için aktif öğrenme ve teknoloji entegrasyonu temelli zenginleştirilmiş öğretimin gerekliliğini tartışır. Renzulli’nin üç halkalı modeli (genel/özel yetenek, yaratıcılık, görev bağlılığı) çerçevesinde üstün yetenekliliğin çok boyutluluğu vurgulanır; erken tanı ve farklılaştırılmış programların önemi belirtilir. Aktif öğrenme, çocukların öğrenme sorumluluğunu üstlendiği, yaparak-yaşayarak katıldığı süreç olarak ele alınır ve program zenginleştirme ile birleştirilir. Teknoloji entegrasyonu; planlı, müfredata gömülü ve sürdürülebilir bir öğrenme ekosistemi olarak tanımlanır; TPACK vb. modellerle desteklenir. Erken çocuklukta uygun ve kontrollü BT kullanımı (dijital video, etkileşimli yazılım, programlanabilir oyuncaklar) yaratıcılık, iletişim ve kalıcı öğrenmeyi güçlendirir. Öğretmenlerden esneklik, nitelikli soru sorma, bireyselleştirme ve aile iş birliği beklenir. STEM ve SCAMPER örnekleriyle teknoloji destekli, üst düzey düşünmeyi tetikleyen etkinlik tasarımları sunulur. Sonuç olarak, aktif öğrenme + teknoloji ile zenginleştirilmiş, esnek ve bireyselleştirilmiş okul öncesi programlarının; üstün yetenekli çocukların bilişsel/duyuşsal gereksinimlerini karşılayarak öğrenme hızını, motivasyonunu ve yaratıcılığını artırdığı savunulmaktadır.
