Browsing by Author "Çelik, H.E."

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Are Pre-Service Teachers Ready to Teach the Alpha Generation? The Impact of Pre-Service Teachers' ChatGPT Literacy Levels on Behavioral Intentions Toward ChatGPT-4.0
(Elsevier B.V., 2025) Kiliç, E.; Almasri, F.; Çelik, H.E.
This study seeks to enhance our understanding of how pre-service teachers working with the Alpha Generation (PSTAG) interact with the Technology Acceptance Model (TAM) in the context of ChatGPT. It specifically examines their perceptions of ease of use (PEOU), perceived usefulness (PU), and behavioral intention (BI) toward ChatGPT-4o, utilizing an extended version of the TAM. The survey method was used, and 450 PSTAG participated in the current study. Data were collected through a survey including the ChatGPT literacy scale (ChatGPT-LS) and TAM to determine PSTAG's ChatGPT-4o literacy level and its relationship with PEOU, PU, and BI. Thirteen hypotheses are developed to test the proposed model. All but one of the hypotheses are supported. This study shows that PEOU and PU play a key role in BI's use of ChatGPT-4o, and the sub-dimensions of the ChatGPT-LS have a statistically significant effect on PEOU and PU. Technical proficiency was found to have no positive effect on PU. It can be suggested that PSTAG's ChatGPT literacy level should be improved through courses to increase their behavioral intention to use ChatGPT-4o for educational purposes. © 2025 Elsevier B.V., All rights reserved.
Factors Affecting Acceptance of ChatGPT-4o by English Language Instructors: The Extended TAM Approach
(Elsevier B.V., 2025) Kılıç, E.; Çelik, H.E.
Artificial intelligence-based educational technologies, especially ChatGPT-4o, have the potential to revolutionize education, and the adoption of these technologies is closely related to perceptual and emotional status of the users. The present study investigated the factors affecting the adoption of ChatGPT-4o by English language instructors in Turkey using Extended Technology Acceptance Model. Stratified sampling was used to select 30 universities in the “Social Sciences and Humanities-Language and Literature” category, with quality scores between 20 and 60. A total of 480 English Language Instructors employed at the Schools of Foreign Languages at these universities participated in the study. The study analyzed the effects of variables such as social influence, perceived trust, perceived enjoyment, artificial intellegence anxiety and artificial intellegence self-efficacy on perceived ease of use, perceived usefulness, and behavioral intention to use. The analyses were conducted using the PLS-SEM method and revealed that perceived trust and social influence played a key role in the acceptance of the benefits of the technology, while perceived enjoyment improved perceived ease of use. The negative effect of artificial intellegence anxiety on perceived ease of use reflected English language instructors’ reluctance to adopt ChatGPT-4o. The results showed that social, perceptual, and emotional factors were critical to the acceptance in the adoption of ChatGPT-4o. The results of the current study suggest that strategies should be developed to improve English language instructors’ perceptions of artificial intellegence technologies in order to ensure the active use of artificial intellegence-based technologies and ChatGPT-4o in education. © 2025 The Authors
Glass Ceiling Beliefs: Kazakh Women in Higher Education
(Universitepark, 2025) Kazykhankyzy, L.; Khalmatova, Z.; Temirbekova, Z.; Seitova, M.; Çelik, H.E.
Background/purpose. This study represents the first comprehensive study investigating the beliefs about the glass ceiling (GCB) of women working in Kazakh universities. It aims to examine the theoretical validity of the multidimensional structure of GCB in Kazakhstan's higher education context. Materials/methods. The study evaluated the glass ceiling beliefs of female employees working in higher education institutions in Kazakhstan using the Career Paths Survey (CPS). Data were collected from 150 female employees. The first- and second-order confirmatory factor analysis findings conducted with CPS were determined using covariance-based structural equation modeling (CB-SEM). Results. The present study's findings corroborate the existence of the glass ceiling phenomenon and its associated beliefs within the context of higher education in Kazakhstan. Additionally, the findings suggest that gender-based barriers impede women university staff from attaining senior positions. Conclusion. The underrepresentation of women in leadership roles in higher education institutions is a pervasive phenomenon observed across the globe. It is important to understand the factors that impede women's access to leadership roles in higher education, particularly in light of Kazakhstan's prevailing social, political, and economic circumstances. Although the proportion of female administrators in Kazakhstani higher education is relatively high compared to other countries, it is evident that it does not align with the desired level. It can be posited that structural impediments, such as the glass ceiling phenomenon constrain the accessibility of women to tertiary education in Kazakhstan. © The Author(s), 2025.