Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/14097
  Physical Activity, Technology Use, and AI Anxiety Among University Students: Associations With Academic Integrity Attitudes

  Yaman, Menzure Sibel; Çakir, Zekai; Çatikkas, Fatih; Türkmen, Mutlu; Sengönül, Abdullah; Gönen, Mevlut; Öktem, Tuncay; Güzel, Sema; Yel, Kader

  This study examined the associations between university students' physical activity, technology use habits, and anxiety related to artificial intelligence (AI) within an academic integrity context. Since the study did not measure verified misconduct, academic integrity was conceptualised as attitudes and self-reported behaviours. Perceptions of uncited AI use and citation practices were therefore defined as the primary integrity-related outcomes. A survey was completed by 1,018 students (TUHS, AIAS), complemented by focus group interviews with 25 participants. Quantitative analyses (t-tests, ANOVA, regression) indicated that regular physical activity was associated with lower self-reported technology dependence and lower AI anxiety. Non-active female students and younger students (18-22) recorded the highest scores. Daily internet use exceeding six hours and social media-focused engagement were associated with greater dependence and anxiety. Qualitative findings provided explanatory depth: physically active students described a more routine, focused, and self-regulated approach, while inactive students emphasised longer screen time, distraction, and stress. These patterns were consistent with the quantitative results. Overall, the findings suggest that balanced technology use, physical activity, and clear ethical awareness (e.g., citation behaviour) are associated with lower technology dependence and AI anxiety. Integrating digital literacy and ethics training with programmes that encourage physical activity may support responsible technology use and integrity-related awareness in higher education. Findings are interpreted as patterns of co-occurrence rather than causal effects, because the cross-sectional design does not allow directionality.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11456
  Perceptions of Electoral Trustworthiness in Turkey a Qualitative Study Based on Political Party Representatives

  Kan, Muhammed Enes; Bilgili, Murat Saltuk

  Electoral trustworthiness -the safeguarding of electoral processes from distortions, violations, and manipulations- is fundamental to democratic integrity. In emerging democracies such as Turkey, political parties are key actors, shaping and monitoring elections while gaining experience across pre-election, election day, and post-election stages. This study examines political parties’ perceptions of electoral trustworthiness in Turkey through a qualitative provincial case study situated within the Turkish context using semi-structured interviews with provincial, district, and vice-chairs from various parties in a selected province. Data were analyzed via content analysis. Findings suggest that, within the studied province, pre-election concerns involve campaign irregularities, voter pressure, and legislative gaps; election day issues include voter intimidation, limited polling station oversight -especially in rural areas- and challenges for opposition parties in appointing officials and observers; post-election concerns relate to transparency and impartiality of electoral bodies, lack of judicial review over Supreme Election Council decisions, and procedural flaws. These point to an urgent need for reforms and stronger oversight. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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• Derleme MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11113
  Artificial Intelligence Supported Online Assessment and Evaluation in Higher Education: A Systematic Review With SWOT Analysis

  Üstün, Ayşin Gaye; Kayalı, Bünyami; Yavuz, Mehmet

  Artificial intelligence-supported online assessment and evaluation (AI-SOAE) systems have the potential to transform assessment and evaluation processes in higher education; however, there is a need for a comprehensive evaluation of the pedagogical, technical, and ethical dimensions of these systems. In this regard, the study systematically examined the characteristics of AI-SOAE systems within the framework of a SWOT analysis. A systematic literature review method was used in the research. Ninety-eight studies published between 2018 and 2025 in the Web of Science (WoS), Scopus, and Education Resources Information Centre (ERIC) databases were analysed in accordance with PRISMA guidelines. The findings show that the strengths of AI-SOAE systems include personalised feedback, advanced assessment processes, increased efficiency, and data-driven decision support mechanisms. In contrast, technical infrastructure limitations, algorithmic biases, data management issues, and negative user experiences were identified as the weaknesses of the systems. The analysis also reveals that AI-SOAE systems offer significant opportunities in terms of pedagogical transformation, digitalisation, and institutional competitiveness; however, they face threats such as data security, ethical concerns, risks to academic integrity, and limited empirical evidence. Consequently, AI-SOAE systems offer context- and application-dependent potential for supporting assessment and evaluation practices in higher education. Effectively realising this potential depends on strengthening technical infrastructure, managing algorithmic risks, and developing transparent, ethical, and institutional policy frameworks. By synthesising the literature in the field of AI-SOAE in a structured manner, this study provides a comprehensive assessment for researchers, educators, and policymakers. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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  AtıfScopus1·WoS1·OpenAlex3

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11493
  Teacher Candidates with Biospheric Value, Farming and Openness Personality Type are Worried About Climate Change

  Ulum, Ömer Gökhan; Alkış Küçükaydın, Menşure

  Climate change is one of the most widespread problems affecting human well-being. Extreme weather events and ecosystem uncertainties also seriously threaten future teachers. However, we know little about the variables associated with teacher candidates’ climate change worry (CCW). Therefore, this study aims to identify the variables that predict CCW. In this study, the survey model was used to determine the variables associated with teacher candidates CCW. A total of 508 teacher candidates (72.4% female and 27.6% male) from Turkey participated in the study. The age range of the teacher candidates was 21 to 24 (M = 21.1, SD = 1.23). Hierarchical regression analysis was used to evaluate the data. According to the results, teacher candidates who earn their living by farming and have a biospheric value orientation experience CCW. Some personality traits also relate to CCW. The results provided insight into the variables related to teacher candidates’ CCW. This situation is important for the support training for teacher candidates.

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11357
  The Effect of Self-Regulated Learning-Based Practices on Writing Anxiety: A Curriculum-Focused Mixed Study

  Kaplan, Kadir; Akeren, İhsan; Gülden, Bahadır

  Anxiety is part of daily life, and when it is not controlled, it negatively affects performance and success. One type of anxiety that students experience at school as a result of the pressures of educational life is writing anxiety. In the current study, the role of self-regulated learning skills in reducing writing anxiety was examined. The fifth-grade self-regulated writing program (S-rWP) was developed, tested, and revised to align with the text types specified in the native language (L1) course curriculum. A multi-stage random sampling method was used to determine the participants to whom the final program would be applied, and the mean pre-test writing anxiety scores of the two groups, an experimental group and a control group, were close to each other. An instructor trained in self-regulated learning strategies conducted the seven-session program to the experimental group for 6 weeks, while in the same period the same curriculum was conducted to the control group using the traditional teaching method, and finally post-test measurements were taken. Quantitative data from the mixed-method study showed that S-rWP was effective in reducing writing anxiety compared to the standard teaching method. Qualitative data were collected through semi-structured interviews with the participants, the L1 teacher and the instructor. The results show that S-rWP is effective in reducing writing anxiety, in line with the quantitative findings. The participants provided information to support the findings through their opinions, and the L1 teacher and instructor provided information to support the findings through their observations. The results appear to stem from the overlap between students’ writing planning, implementation, and evaluation processes and the three stages of self-regulated learning (forethought, performance, and self-reflection). However, despite these positive outcomes, several suggestions for future research are proposed, taking into account the study’s limitations. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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  AtıfScopus1

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11151
  Online Purchasing Model for PwD (People with Disabilities) Consumers: Pre and Post Disability Behaviors

  Yilmazel, Sefa Emre

  People with Disabilities (PwD) is discussed in the literature as the largest minority in the world. This group generally prefers online shopping instead of store shopping due to the physical difficulties they experience. However, no online shopping model has been developed for this group. Therefore, the aim of this study is to reveal an online purchasing model for PwDs in line with the theory of planned behavior. In this regard, the effects of the variables perceived ease of use, perceived usefulness, peer communication, security concern, privacy concern and physical disabilities on consumers’ purchasing intention and subsequent purchasing behavior through subjective norms, attitude and behavioral control were investigated with pre- and post-disability data. In the study, data was collected from participants before (322) and after (546) disability. As a result of this study, it was revealed that online behavior of consumers before and after the disability differed. Especially peer communication made a significant difference in purchasing behavior after the disability. Consumers became more sensitive about security and privacy in their online shopping after the obstacle. In addition, consumers’ perceived usefulness had a significant effect on their attitudes after the disability. Therefore, as a result of the study, an online shopping model for PwD consumers was created.

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