İbn Haldun Üniversitesi Kurumsal Akademik Arşivi
DSpace@İHÜ, İbn Haldun Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve yayınların etkisini artırmak için telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
From human scholars to AI fatwas: Media, ethics, and the limits of AI in Islamic religious communication
(USIM Press, 2025) Usmonov, Mirismoil
The integration of Artificial Intelligence (AI) into Islamic jurisprudence, particularly in the issuance of fatwas, raises significant theological, ethical,and practical concerns. Traditionally, Islamic legal rulings have been derived through scholarly interpretations of the Quran, Hadith, Ijma (consensus), and Qiyas (analogy). The rise of AI-driven fatwa systems challenges this conventional framework by introducing automated decision-making processes that lack of ijtihad(independent reasoning), niyyah (intention), and divine inspiration elements that are essential for legitimate Islamic rulings. While AI-powered applications can providequick access to established and stable rulings, concerns persist regarding their ability to uphold the ethical and spiritual integrity of Islamic jurisprudence. This research concludes that AI-generated fatwas cannot fully replace human scholars, primarily due to their limitations in contextual reasoning. This conclusion is drawn through a qualitative descriptive content analysis of recent research papers and official announcements regarding the use of AI by various Darul-Ifta institutions in Muslim countries. However, AI can be used effectively under scholarly supervision in areas such as Islamic finance, halal certification, and preliminary legal guidance. A balanced approach, where AI serves as a supportive tool rather than an authoritative source of religious rulings, ensures that technological advancements align with Islamic ethical principles. The study emphasizes the necessity of human oversight to maintain the authenticity of religious verdicts and proposes a framework for integrating AI responsibly within Islamic jurisprudence.
Crafting connections: Generative AI's impact on post-purchase communication
(Ataturk University, 2025) Usmonov, Mirismoil
As e-commerce continues to expand, the importance of enhancing customer experience through effective post-purchase communication becomes more critical. This research addresses a significant gap in current knowledge by exploring the impact of generative artificial intelligence (Gen AI) on post-purchase communications, a largely underexplored area with substantial implications for customer satisfaction and brand loyalty. The objective of this study is to evaluate how Gen AI tools effect customer post-purchase interactions and to identify best practices and likely pitfalls in their application. Employing a qualitative analysis of 80 academic papers, this study utilizes Thematic Qualitative Data Analysis (TQDA) to categorize findings into key themes: Alignment with Expectations, Perceived Responsiveness, Emotional Resonance, and Customer Retention. The research revealed that Gen AI significantly enhances customer satisfaction by providing personalized and timely responses, which align with customer expectations. Moreover, AI-driven strategies are shown to improve customer retention by enhancing the overall emotional connections through consistent, quality interactions. The implications of these findings are profound for e-commerce businesses. Implementing Gen AI can lead to better customer loyalty and a competitive advantage in e-commerce. Still, companies must address the challenges to maximize the benefits. And ensure the ethical use of AI and maintain a balance amid automated and human interactions. This research contributes to the broader understanding of AI's role in e-commerce and offers a foundation for more exploration into optimizing AI tools.
Ensuring trustworthiness in autoethnographic research in applied linguistics: Criticisms and coping strategies
(Imam Khomeini International University, 2025) Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
This paper critically examines the concept of trustworthiness in autoethnographic research, a qualitative approach often challenged on various methodological and epistemological grounds. It begins with a personal narrative, illustrating how autoethnography resonates deeply with the author’s academic and professional identity. The paper then engages with four recurring critiques frequently directed at autoethnographic work, namely invisible data, over-subjectivity, misrepresentation of others, and navel-gazing. Each critique is explored in depth, followed by practical and theoretical strategies to mitigate its impact. These include data triangulation, reflexive questioning, collaborative validation, ethical representation, and alignment with established qualitative research criteria. Drawing on constructivist epistemologies, the study argues that when handled rigorously, personal experience can serve as a legitimate and valuable source of knowledge. The paper concludes with implications for both autoethnographers and critics, advocating for more reflexive, transparent, and dialogic practices that elevate the scholarly value of autoethnography while preserving its distinctive voice and transformative potential.
Exploring Iranian novice EFL trainees' perceptions of ChatGPT use for lesson planning through a critical digital literacy lens
(Springer Science and Business Media B.V., 2025) Javahery, Pourya; Alpat, Muhammet Furkan; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
As AI tools like ChatGPT continue to find their way into classrooms, it is becoming increasingly important to understand how new teachers are using them. This study adopts a phenomenological approach to explore the real-life experiences of ten participants who were selected using purposive sampling, and data were collected through interviews and narrative inquiry. The research is grounded in data collected through interviews and narrative inquiry. These insights are analyzed through the lens of Critical Digital Literacy (CDL), which emphasizes the need for critical reflection, ethical awareness, and the growth of teacher agency. Data from ten Iranian novice language teachers were analyzed using reflexive thematic analysis to explore these experiences. Thematic analysis uncovered four interconnected themes: Human-centered teaching vs. machine-centered learning, professional growth and autonomy through reflective AI engagement, ethical considerations and cultural sensitivity, and technology as a tool vs. a crutch. The findings show that the participants did not see ChatGPT as just a passive tool; rather, they regarded it as a resource that needed thoughtful evaluation. They actively modified and tailored the content ChatGPT produced to meet their teaching needs. Their interaction with AI was marked by both excitement and caution, highlighting the significance of reflective practice in fostering ethically sound and context-aware teaching methods. This study adds to the existing literature by demonstrating how CDL can empower novice teachers to responsibly integrate AI tools while preserving their pedagogical voice in the ever-evolving digital landscape.
Editorial: Technology-enhanced language teacher education: Opportunities, challenges, and futures
(Castledown Publishers, 2025) Xerri, Daniel; Kamali, Jaber; Mohebbi, Hassan; Rektörlük, Yabancı Diller Okulu
This editorial introduces the Special Issue on technology-enhanced language teacher education (LTE), situating current debates and mapping opportunities, challenges, and futures. We clarify what counts as “technology” in LTE (from CALL, MALL, RALL, to virtual platforms and generative AI) and foreground digital literacies, ethics, and equity as preconditions for meaningful integration. The collected articles span conceptual, empirical, and review work: a five-principle framework positioning technology as a partner in reflective practice; teachers’ perspectives on GenAI in Hong Kong classrooms; a reconceptualisation of TPACK that embeds affective knowledge; a bibliometric mapping of GenAI-related LTE scholarship; a critical typology of teachers’ perspectives about AI; and a narrative inquiry into technological triggers of teacher immunity and coping startegies. Together, these contributions recenter teacher agency, identity, and well-being in technology-mediated contexts and argue for context-sensitive, ethically informed design for integrating technology in LTE. We close by outlining research trajectories that prioritise teacher voice, sustained professional learning, and principled, locally responsive uses of AI, globally.
