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
Eğitimde yapay zeka destekli program geliştirme
(İdeal Kültür Yayıncılık, 2025) Yapıcı, Nihal; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Yapay zekâ teknolojilerinde son yıllarda yaşanan olağanüstü gelişmeler, diğer tüm alanları olduğu gibi eğitim sistemlerini de derinden etkilemektedir. Bilgiye ulaşmanın, bilgiyi üretiminin ve yapay zekâ destekli araçlar yoluyla bilgiyi yeniden yapılandırılmanın her zamankinden kolay olduğu günümüz dünyasında, eğitimde program geliştirme alanı da bu dönüşümden kaçınılmaz bir biçimde etkilenmektedir. Değişimin kaçınılmaz olduğu ve bu değişime ayak uydurmanın gerektiği gerçeğinden hareketle, eğitimde program geliştirme süreçlerinin bu dönüşüme nasıl uyum sağlayacağı ve yapay zekâ teknolojilerinin bu süreçleri nasıl dönüştüreceğini ve nasıl kolaylaştıracağını bilmek önemlidir. Bu bölümde eğitimde program geliştirmenin kuramsal temelleri, yapay zekâ teknolojilerinin eğitimde program geliştirme süreçlerine entegrasyonu, uygulama örnekleri, güncel bilimsel araştırmalar ve yapay zekâ entegrasyonunda bilinmesi gereken konulardan bahsedilmiştir.
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.
