Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12714
  Cross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye

  Aksoy, Meltem; Aksoy, Dilara Arzugül; Polat, Elif; Hopcan, Sinan; Bush, Annika

  As artificial intelligence (AI) rapidly transforms educational landscapes worldwide, developing AI literacy among pre-service teachers has become increasingly crucial for effective classroom integration and responsible implementation. This comparative study examines AI literacy levels among pre-service teachers in Türkiye (Turkey officially changed its name to Türkiye in a 2022 letter to the UN, with the change taking immediate effect. See here) and Germany, addressing a critical gap in cross-cultural educational research. Using the Scale for the Assessment of Non-Experts' AI Literacy (SNAIL), we analysed data from 605 participants through correlation, ANOVA and MANOVA methods. Our findings reveal significant effects of both country and gender on AI literacy development, with German participants demonstrating higher overall literacy scores than their Turkish counterparts, particularly in critical appraisal and practical application dimensions. Conversely, Turkish participants exhibited stronger technical understanding. Across both countries, male participants consistently achieved higher AI literacy scores than females, though this gender gap was most pronounced in technical understanding. The country variable emerged as the more influential factor across all subdimensions. These results highlight the interplay between educational systems, cultural contexts and gender on AI literacy acquisition, offering valuable insights for teacher education programs seeking to prepare educators for increasingly AI-integrated learning environments.

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  AtıfScopus1·WoS1·OpenAlex2

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• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/11636
  Virtual Reality Technology in Nursing Education: A Qualitative Study

  Avşar, Gülçin; Çelik, Şeymanur; Doğan, Sevgi; Çiftçi, Bahar

  Virtual reality (VR) technology plays a significant role in nursing education by enhancing the quality of training by applying knowledge, decision-making, intervention completion and feedback. This study aims to examine nursing students' experiences and perceptions regarding the ventrogluteal injection training provided through VR technology. Conducted between May and June 2022, this qualitative descriptive phenomenology study took place at a state university in Turkey, involving 70 students who participated in Ventrogluteal Drug Administration training using VR glasses. The sample included 12 students selected via the Criterion Sampling Method. Data collection tools comprised the ‘Descriptive Information Form’ and a ‘Semi-Structured Questionnaire’. Qualitative data were analysed using the Content Analysis Method, while quantitative data were assessed through descriptive statistical methods (frequency, percentage, mean). The study identified 13 codes, four sub-themes and two main themes from the students' evaluations. The first main theme, ‘Weaknesses of Virtual Simulation’, included two sub-themes: ‘Due to its Nature’ and ‘Due to its Technique’, resulting in five codes. The second main theme, ‘Strengths of Virtual Simulation’, was divided into two sub-themes: ‘Permanence, Integrity, and Applicability’ and ‘Emotions towards Virtual Simulation’, with eight codes identified. The findings indicate that students view VR technology positively in their education. However, they also highlighted specific issues related to the simulation's technique and inherent nature.

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  AtıfScopus5·WoS4·OpenAlex6

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