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
Psychiatric comorbidity and overactive bladder in fibromyalgia: A cross-sectional analysis
(Hira Gizem Fidan, 2025) Kurtuluş, Duygu; Dağcı, Selma; Suçeken, Ferhat Yakup; Özdil Arıkan, Zehra
Objective: To evaluate the prevalence of overactive bladder (OAB) in women with fibromyalgia (FM) presenting with lower urinary tract symptoms, and to examine the relationship between psychiatric comorbidities and symptom severity in this population. Materials and Methods: This cross-sectional study included 240 women aged 18–65 years who met the 2016 American College of Rheumatology criteria for FM and reported lower urinary tract symptoms for at least three months. OAB was diagnosed based on International Continence Society criteria using the OABV8 questionnaire (cut-off ≥8) and a three-day bladder diary. Psychiatric symptoms were assessed using the Hospital Anxiety and Depression Scale (HADS). FM severity was measured using the Widespread Pain Index (WPI), Symptom Severity Scale (SSS), and General Symptom Score (GSS). Patients were divided into FM+OAB and FM−OAB groups. Statistical comparisons and correlation analyses were performed. Results: OAB was identified in 148 of 240 FM patients (61.7%). The FM+OAB group had significantly higher mean age (47.2 ± 7.4 vs. 41.5 ± 10.1 years, p < 0.001) and fibromyalgia diagnosis time (10.5 ± 8.7 vs. 6.3 ± 6.0 years, p < 0.001) compared to the FM−OAB group. Clinically significant anxiety and depression (HADS ≥8) were more prevalent in the FM+OAB group (52.1% vs. 27.3%, p = 0.006). FM+OAB patients also had higher scores for WPI, SSS, and GSS (all p < 0.001). HADS scores correlated positively with FM symptom severity and OAB-V8 scores (ρ = 0.30–0.42, p < 0.01). Conclusion: OAB is highly prevalent among women with FM and is associated with greater psychiatric burden and symptom severity. These findings suggest a shared underlying mechanism driven by central sensitization and emotional dysregulation. Routine screening for OAB and psychological distress in FM patients may enhance diagnostic accuracy and guide comprehensive, multidisciplinary treatment strategies.
Language teachers’ immunity in technology-integrated classrooms in light of activity theory: A case of public chools versus private institutes
(European Knowledge Development, 2025) Haghi, Sara; Solhi, Mehdi; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
Language teacher immunity (LTI), i.e., the ability to confront professional challenges, has recently gained momentum in applied linguistics research. However, the impact of technology integration on its development across diverse educational contexts has not yet received the attention it deserves. The present study aims to fill this gap by exploring the immunity of 10 language teachers from public and private institutions with respect to the integration of technological instruments in their actual practices. Data were collected through narrative frames and semi-structured interviews drawing on Activity Theory (AT). The data analysis revealed that both groups of teachers experienced maladaptive immunity due to insufficient infrastructure, inequitable assessment standards, lack of technological support, administrative greed, and inadequate TPACK in their educational environments. To address these triggers, public sector teachers endeavored to adapt external resources while private sector teachers practiced autonomy and engaged in professional development courses. The participating teachers found self-reliant strategies more beneficial and reported that engaging in these processes led to a range of self-perceptions, from feeling highly autonomous to feeling demotivated. This study provides implications for language teachers, policymakers, and teacher educators.
An ecological exploration of challenges and affordances of emerging multilingual classrooms: Voices from Türkiye
(Sage Publications, 2026) Kamali, Jaber; Alpat, Muhammet Furkan; Rektörlük, Yabancı Diller Okulu; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Aims and objectives: This study explores the challenges and affordances of multilingual classrooms in Türkiye through an ecological theoretical framework, aiming to understand how teachers perceive and navigate these educational contexts. The research questions focus on identifying the specific challenges and opportunities within these classrooms and understanding their implications for educational practices. Design/methodology/approach: Employing a qualitative approach grounded in ecological theory, narrative interviews were conducted with 11 teachers from a university language school in Istanbul, selected through convenience sampling. Data were analyzed thematically to uncover patterns related to microsystem, mesosystem, exosystem, and macrosystem levels of educational ecology. Data and analysis: The study utilized narrative interviews to gather rich, contextual data from teachers who reflected the multicultural and multilingual nature of their classrooms. Thematic analysis was employed to categorize and interpret the data, ensuring rigorous exploration of the ecological dimensions influencing classroom dynamics. Findings/conclusions: Analysis revealed that multilingual classrooms in Türkiye present both challenges and opportunities across various ecological levels. Microsystem challenges included managing diverse student personalities and navigating language use policies, while mesosystem challenges involved aligning institutional expectations with classroom realities. Exosystemically, the study highlighted the role of societal attitudes toward multilingual education in shaping classroom dynamics. Macrosystemically, educators discussed the influence of global English language norms and local educational policies on classroom practices. Originality: This study contributes to the literature by applying an ecological perspective to explore multilingual education in a Turkish context, emphasizing the unique interplay between local educational practices and global educational trends. Significance/implications: The findings underscore the need for targeted teacher training and policy interventions that account for the complex ecological dynamics of multilingual classrooms, promoting inclusive educational practices that respect and leverage linguistic diversity. Limitations: While insightful, this study’s findings are context-specific to Türkiye’s educational landscape, suggesting avenues for future research in other global contexts.
Narrative self-observation: A new framework for teacher professional development and identity research
(Routledge, 2026) Kamali, Jaber; Anderson, Jason; Rektörlük, Yabancı Diller Okulu
Building on prior scholarship into narrative inquiry and autoethnography, this article proposes an original continuous professional development framework–narrative self-observation (NSO)–that has the potential to enhance teacher reflection and identity awareness through the peer-mediated ‘storying’ of a self-observed lesson. After conceptualising NSO, describing the framework and outlining the constructs and premises underpinning it, we report on a trial implementation of NSO with three tertiary-level English language teachers. Qualitative data collected from collaborator meetings, teacher-written ‘lesson stories’ and interviews were analysed inductively. The findings indicate that NSO is an impactful and practicable research tool for teachers, with the potential to provide greater freedom to experiment, opportunities for practical learning, critical reflection and identity inquiry than live observation. We argue that this framework is consistent with current good practice models for both individual and institutional professional development programmes and recommend further research on NSO to assess its wider utility.
Advice for Muslim epistemologists
(Edinburgh University Press, 2025) Clark, Kelly James; İnsan ve Toplum Bilimleri Fakültesi, Felsefe Bölümü
After accepting the invitation to speak on Muslim epistemology, it quickly occurred to me that I know nothing about Muslim epistemology. I know lots of Muslims and lots of epistemologists but next to nothing about their intersection. Moreover, I am keenly aware that, if I were to claim that ‘al-Ghazālī says p’ and ‘Ibn Sīnā says q’, much better-trained Islamic scholars will tell me that actually al-Ghazālī denies p and Ibn Sīnā rejects q; and that would be the end of that. I am quite sure that this would be true also of any claims I would make about Ibn ʿArabī, al-Kindī, Rumi and every other Muslim philosopher. Therefore, I decided: I would not discuss Muslim philosophers at all...
