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Öğe Teacher leadership and aı literacy: an analysis of teachers' aı literacy levels(IGI Global, 22 April 2025) Çoban, Ömür; Durnalı, MehmetThis section emphasises the importance of teacher leadership and determine their artificial intelligence literacy level. Teachers should have a mission that enables students in their classrooms to realise themselves, transform education and training processes according to the requirements of the age group in question, inspire and guide their colleagues in terms of their professional development, and strive for the development of the school and society. In other words, the teacher leader should optimise their potential for the advancement of their students, colleagues, school and society by enhancing their knowledge, abilities and experience. The objective is to enhance teachers' awareness of the potential applications of artificial intelligence in their instructional practices and the broader education and training processes, within the context of Education 4.0. Furthermore, it will assist teachers in making more informed decisions regarding the ethical and beneficial use of artificial intelligence.Öğe Environmental attitude, global social responsibility, and digital literacy: Predictors of green purchase intentions among emerging adults(Springer Science and Business Media Deutschland GmbH, 2024) Arpacı, İbrahim; Karataş, Kasım; Zeybek, Gülçin; Haktanır, AbdulkadirThis study explored the intricate connections between environmental attitudes, global social responsibility, digital literacy, and green purchasing intentions in emerging adults. A total of 662 participants were actively engaged by completing the Environmental Attitude Scale, Digital Literacy Scale, and Global Social Responsibility Scale. The confirmation of scale validity was established through confirmatory factor analysis. To investigate the proposed connections, we employed both linear regression and Artificial Neural Network (ANN) modeling. The findings from the regression analysis unveiled significant predictions for green purchase intentions, demonstrating that these were influenced by environmental attitudes, global social responsibility, and digital literacy. These endogenous variables collectively accounted for a substantial variance (R2?=?0.51). In addition, our ANN model exhibited noteworthy predictive accuracy, boasting a 71.2% accuracy during the training phase and a 74.8% accuracy during testing. A sensitivity analysis was executed to evaluate the significance of exogenous variables and gauge the neural network’s performance. The results highlighted that global social responsibility exerted the most substantial influence on green purchase intentions, closely followed by environmental attitudes and digital literacy. By integrating both regression analysis and ANN modeling, this approach afforded us a holistic understanding of the complex relationships between these variables. It allowed us to discern not only linear but also nonlinear relationships, which is crucial for obtaining a comprehensive grasp of these intricate dynamics. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.Öğe The mediating role of FOMO in the relationship between social appearance anxiety and cyberloafing(IGI Global, 2022) Ergin, Zeynep Öznur; Karataş, KasımThis study investigates the relationships among social appearance anxiety, the fear of missing out (FOMO), and cyberloafing. The study further investigates the impact of social appearance anxiety and FOMO on cyberloafing. The research model is tested by employing a structural equation modeling (SEM) approach based on data collected from 396 higher education students. The results suggest that social appearance anxiety has a significant impact on FOMO and that FOMO has a significant impact on cyberloafing. However, the mediation analysis results suggest that FOMO full mediates the relationship between social appearance anxiety and cyberloafing. © 2022, IGI Global. All rights reserved.Öğe Psychological and socio-economic effects of the COVID-19 pandemic on Turkish population(Springer Science and Business Media Deutschland GmbH, 2021) Baloğlu, Mustafa; Karataş, Kasım; Arpacı, İbrahimThe negative effects of the COVID-19 pandemic are not limited to psychological, but also include social and economic effects. This study investigated psychological, social, and economic effects of COVID-19 pandemic on the Turkish population. COVID-19 Phobia Scale (C19P-S) was used to collect data from 2143 participants. Results indicated that women showed the highest phobic reactions on the economic subscale whereas men showed the highest phobic reactions on psycho-somatic subscale. Patterns of differences varied among geographical regions but in general, eastern regions scored higher than western regions. Significant differences were also observed based on educational attainment; lower-middle class showed the highest scores on all the subscales.Öğe An investigation into the readiness of elementary teacher candidates for culturally responsive teaching(Nova Science Publishers, Inc., 2019) Karataş, Kasım; Oral, B.In this research, the readiness of elementary teacher candidates for culturally responsive teaching is examined. In addition, according to the gender and second language of elementary teacher candidates, the differentiation status of the readiness levels of culturally responsive teaching is investigated. In the study, which was adapted as a general screening model from other screening models, a total of 1366 grade elementary teaching undergraduate program senior students, 350 male and 1016 female students from 26 different Turkish universities were reached. The data was obtained through a 21-item Scale of Culturally Responsive Teaching (SCRT). According to the findings obtained from the research, it can be seen that the level of readiness of the elementary teacher candidates who are culturally responsive does not change according to gender or second language knowledge variables. Moreover, elementary teacher candidates have high cognitive and affective readiness regarding the provision of a learning-teaching process for individuals with different cultural values. However, elementary teacher candidates have a moderate level of pedagogical knowledge or, in other words, their professional readiness in a classroom environment where cultural diversity is present. As a result, it is necessary that elementary teacher candidates be strengthened in the pedagogical level related to culturally responsive teaching during the undergraduate education process and graduate as culturally responsive elementary teachers. © 2019 Nova Science Publishers, Inc.
