Browsing by Author "Çelik, B."

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Artificial Intelligence Myths: Prevalence Among Turkish University Students and Comparative Analysis of Chatgpt Responses
(Ozgen Korkmaz, 2025) Tunga, Y.; Geriş, A.; Çelik, B.
Artificial intelligence (AI) has rapidly emerged as a transformative technology across various disciplines. However, its widespread adoption is accompanied by numerous myths, which are fueled by limited public understanding and can significantly shape how individuals perceive and interact with AI, often leading to negative consequences such as misunderstanding, fear, or resistance. Despite the importance of addressing these myths, research on the prevalence of such beliefs remains insufficient, particularly in the Turkish context. This study aims to determine the prevalence of AI myths among Turkish university students, investigate the factors influencing the adoption of these myths, and compare student perceptions with ChatGPT's responses to the same myths. The study analyzed survey data from 288 students (102 males, 35.4%, and 186 females, 64.6%) using an AI-myth survey consisting of 18 items. Both descriptive and inferential analyses were conducted to determine the prevalence of AI myths and investigate how factors such as academic background, gender, AI-related training, and media consumption influence the adoption of these myths. A comparative analysis was also performed between student responses and ChatGPT’s reactions to these myths. Analysis showed that certain AI myths are particularly prevalent among students. Students from technical disciplines demonstrated a greater ability to identify these myths, while prior AI training and media consumption had minimal impact. ChatGPT’s responses highlighted areas where better communication about AI is needed. The findings suggest that improving AI literacy and dispelling myths are essential for preparing students for more informed engagement with AI technologies. © 2025, Ozgen Korkmaz. All rights reserved.
Being on the Same Ship With Stakeholders: Industry 5.0
(Peter Lang AG, 2023) Çelik, B.
Digital technologies are changing rapidly and parallel to this, the reflection of these changes is tried to be moved to the education field as well. However, it is not easy to directly observe these changes in education. This chapter focuses on developing new-age educational leaders and leadership with respect to Industry 5.0 in order to help facilitate these changes in educational environments. This chapter will start by providing brief information about the previous industrial era and then continue with explaining the underpinnings and components of Industry 5.0, its sustainable, human-centric, and resilient nature. Although Industry 5.0 is surrounded by a fast process of technology and digital transformation, the human touch is an undeniable requirement during this process and transformation. Therefore, history of industrial revolutions, reflections on daily life, new-age leadership and digital transformation, and emergence of new professions and skills will be the main topic of interest in this chapter. The chapter will end by recommending how we can make best use of Industry 5.0 and how we can develop new-age educational leaders. © 2023 Peter Lang Group AG. All rights reserved.
Empowering Teacher Training With AI: Factors Shaping the Development and Use of Open Educational Resources
(Routledge, 2026) Çelik, B.; Sahin, F.
The integration of artificial intelligence (AI) into open educational resource (OER) development presents new opportunities for enhancing educational experiences. However, the factors shaping pre-service teachers’ adoption of AI-assisted OER development still unexplored. This study examines the key determinants of pre-service teachers’ (psts) behavioral intentions to develop and use AI-assisted OER, drawing from Uses and Gratifications Theory and related constructs. Data were collected from 240 psts. Participants received 10 weeks training on AI-supported OER development. Data analysis was conducted performing structural equation modeling and bootstrapping. The findings reveal that compatibility, enjoyment, task efficiency, and information seeking significantly influence both trust and behavioral intention. However, trust did not. Social factors yielded mixed results. While social influence positively affected behavioral intention, it did not significantly impact compatibility or trust. Similarly, social interaction fostered trust but did not directly influence behavioral intention. While peer and instructor opinions encourage adoption, they do not necessarily enhance AI’s trustworthiness or suitability for educational tasks. The study contributes to the theoretical understanding of AI acceptance in education by refining existing adoption models with social and cognitive factors. Findings suggest that training programs should emphasize AI’s alignment with teaching tasks and focus on enhancing user enjoyment to drive adoption. © 2026 Open and Distance Learning Association of Australia, Inc.