Yabancı Diller Yüksekokulu Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/11499/46009
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Book Part Algorithmic Bias in Generative AI: Implications for Critical Pedagogy, Inclusivity, and Equity in Education(IGI Global, 2025-08-01) F., Nayır; T., SarıThis chapter examines the implications of algorithmic bias in generative AI for critical pedagogy, inclusion, and equity in education. This chapter explores how generative AI tools, increasingly prevalent in educational settings, can perpetuate cultural, gender, racial, socioeconomic, and accessibility biases due to skewed educational data and design choices. Through a critical pedagogy lens, they highlight the risks of reinforcing systemic inequalities and marginalizing diverse learners, drawing on real-world examples and theoretical frameworks from scholars such as Freire and Noble. The chapter suggests actionable strategies for reducing bias and aligning AI with educational justice, such as diversifying data sources, encouraging inclusive development teams, ensuring transparency, and implementing ongoing audits. The chapter concludes with a call for educators, policymakers, and technologists to collaboratively reimagine AI as an equitable learning tool, as well as directions for future research. © 2026 by IGI Global Scientific Publishing. All rights reserved.Book Part How Responsive Are Higher Education Institutions Towards Sustainability?: Do Their Ranks Represent Reality(IGI Global, 2025-09-24) S.D., Öcal; S., Işcan; Öcal, Seçil Dayioğlu; Işcan, SeherHigher education institutions are crucial for a sustainable future at the global, national and local agents of teaching, research and innovations. Therefore, their role for the achievement of SDGs cannot be disregarded. This study examines how the Sustainable Development Goals (SDGs) are integrated into the strategic frameworks of the top 200 universities in THE ranking. The thematic analysis, based on Times Higher Education (THE) and Shanghai rankings, shows that universities' commitment to the SDGs has changed. Particularly, SDG 17 (Partnerships for the Goals) and SDG 13 (Climate Action) are often highlighted, while some SDGs, such as SDG 14 (Life Below Water), are given less attention. Although university ranking systems incentivize efforts towards the SDGs, they run the risk of focusing solely on ranking metrics. The study provides important information for the development of sustainability policies of higher education institutions. © 2026 by IGI Global Scientific Publishing. All rights reserved.Book Part Educational Policy, Reforms, and Change in the Middle East and North Africa/Editorial Introduction(Taylor and Francis, 2025-09-30) K., Arar; S., Turan; Elmeski M., Sr.; S., İşcanMiddle East and North African (MENA) education systems are being influenced deeply by globalization, technological transformation, and socio-political changes. This chapter examines how these global trends intersect with local contexts and produce unique opportunities and challenges in educational policy and reform. It traces the impact of historical legacies, such as colonialism and postcolonial nation-building, on modern education systems. Key themes are the conflict between global forces and national identity, the governance function in policy delivery, and how political instability affects education systems. This chapter also addresses strategies for facilitating inclusive and equitable education, noting the importance of culturally responsive leadership and community engagement. By the intersection of theoretical insights and empirical studies, this analysis provides an inside perspective of the forces that are shaping education within the MENA region. Middle East and North African (MENA) education systems are being influenced deeply by globalization, technological transformation, and socio-political changes. This chapter examines how these global trends intersect with local contexts and produce unique opportunities and challenges in educational policy and reform. It traces the impact of historical legacies, such as colonialism and postcolonial nation-building, on modern education systems. Key themes are the conflict between global forces and national identity, the governance function in policy delivery, and how political instability affects education systems. This chapter also addresses strategies for facilitating inclusive and equitable education, noting the importance of culturally responsive leadership and community engagement. By the intersection of theoretical insights and empirical studies, this analysis provides an inside perspective of the forces that are shaping education within the MENA region. © 2026 selection and editorial matter, Khalid Arar, Selahattin Turan, Mohammed Elmeski, and Seher İşcan; individual chapters, the contributors.Book Educational Policy, Reforms, and Change in the Middle East and North Africa Towards Social Justice, Equity and Political Inclusion(Taylor and Francis, 2025-09-30) K., Arar; S., Turan; Elmeski M., Sr.; S., İşcaThis timely, international volume presents case studies on the current landscape of educational policy and reform across the diverse and dynamic Middle East and North Africa (MENA) region. It reflects a broad spectrum of political, socio-economic, cultural, and governance contexts, shedding light on both shared trends and region-specific divergences. MENA region contributors provide insights on how educational leaders and administrators address sociopolitical challenges while upholding a commitment to principles of social justice, equity, and political inclusion. The chapters explore the influence of recent political upheavals on local educational leadership and governance, presenting lessons learned in relation to geographic and culturally specific policymaking, reform strategies, and systemic transformation. This book also examines how political and socio-economic conditions affect educational reforms at national and subnational levels, recognizing how school leaders, parents, communities, and policymakers collectively shape innovation and meaningful change initiatives. This book will be of particular interest to academics, postgraduate students, and researchers in the fields of educational leadership, administration, policy, and reform. It will also serve as a valuable resource for policymakers and education professionals engaged in leading and managing change in complex educational environments. © 2026 selection and editorial matter, Khalid Arar, Selahattin Turan, Mohammed Elmeski, and Seher İşcan; individual chapters, the contributors..Book Part Educational Policy, Reforms, and Change in the Middle East and North Africa: Takeaways and Prospects(Taylor and Francis, 2025-09-30) K., Arar; S., Turan; Elmeski M., Sr.; S., İşcanIn our introductory chapter, we briefly discussed education policy and reform efforts and new approaches in education in the MENA region. We noted that educational policy and reform efforts in these regions have a highly complex nature and that education policy and reform efforts are influenced by social, political, and economic contexts and arrangements. The unique cultural heritage, richness, and context of Middle Eastern and North African countries deeply affect and shape education reform and policy efforts. In the last two decades, education policy reform efforts, along with the scientific knowledge and projects produced in this context, have reached a certain level, benefiting from similar international works and projects and engaging in universal efforts for educational reform and restructuring. The efforts to create a more democratic, open, and transparent society and to ensure that all people in the region receive “quality education” should be acknowledged. © 2026 selection and editorial matter, Khalid Arar, Selahattin Turan, Mohammed Elmeski, and Seher İşcan; individual chapters, the contributors..Book Eco-Concepts: Critical Reflections in Emerging Ecocritical Theory and Ecological Thought(Bloomsbury Publishing Plc., 2024) Tan, C.; Altaç, İ.S.Eco-Concepts: Critical Reflections in Emerging Ecocritical Theory and Ecological Thought offers an intellectual journey through the ever-evolving landscapes of environmental discourse. This thought-provoking volume brings together contributors from international scholarship to scrutinize and illuminate the contemporary trends reshaping our understanding of the natural environment. From the intricate interplay of rising ecocritical theories like restoration and empirical ecocriticism to the nuanced shifts in the reimagining of ecological concepts, this book unravels the complexities of our relationship with the natural sphere. This scholarly collection serves as a compass, guiding readers through the uncharted territories of environmental scholarship or revisiting existing study through fresh critical perspectives. Eco-Concepts strives to become an essential source of reference for academics, students, and individuals seeking an in-depth exploration of the innovative notions influencing the trajectory of discussions on ecology. © 2025 Elsevier B.V., All rights reserved.Book Part Revisiting Ecocide: At the Threshold of International Ecocide Law(Bloomsbury Publishing Plc., 2024) Tan, C.Book Part Editors’ Introduction(Bloomsbury Publishing Plc., 2024) Tan, C.; Altaç, İ.S.Book Part A Longitudinal Study on Pre/While Cycles of Erasmus Student Traineeship Program(IGI Global, 2025-07-25) Ç., Atmaca; Atmaca, ÇağlaThis longitudinal study aims to investigate the reflections of beginning English teachers on their teaching experiences in Erasmus student traineeship program. The participants were five beginning English teachers who started to teach English in Spain and Poland after graduation. The study adopted a qualitative approach and was implemented as a descriptive narrative study. The data were collected via semistructured interviews and analyzed according to the steps of conventional content analysis. The participants were held online semi-structured interviews before, during, and after their traineeship program to offer a comprehensive picture about their experiences in the whole process. It was found that the traineeship program offered various contributions in terms of teaching skills, intercultural communication, and linguistic skills; however, the participants also touched upon several factors that still need improvement. In light of the participants' experiences and self-reported teaching practices within the traineeship program, relevant professional implications are discussed. © 2025 Elsevier B.V., All rights reserved.Article The Hidden Threat in Schools: Understanding and Managing Toxic Teacher Behaviors(MDPI, 2025-06-20) Celik, Osman Tayyar; Sari, Tamer; Abdurrezzak, Seyfettin; Dogan, Umit; Karagozoglu, Ahmet AlperThis study aimed to examine teachers' toxic behaviors and their impact on the school environment from the perspective of school principals. The study, employing a phenomenological approach, was based on the views of 12 school principals in T & uuml;rkiye. It was found that toxic behaviors were consistent with personality traits known as the dark triad-Machiavellianism, narcissism, and psychopathy-and were associated with characteristics such as low performance, professional inadequacy, and a lack of social skills within the school context. Findings suggested that such behaviors can have serious negative effects on organizational climate, teacher collaboration, and organizational trust. Particularly, according to the school principals' views, toxic teachers poisoned the school environment, reduced motivation, and negatively affected the overall performance of the school. The study also evaluated the strategies school principals used to cope with toxic teachers, revealing a phased adoption of constructive and discipline-based intervention approaches. The results underscored the critical importance of school principals' ability to effectively manage toxic behaviors for the academic and social success of their schools.
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