http://hdl.handle.net/20.500.12566/5 2026-04-05T19:26:49Z 2026-04-05T19:26:49Z Kara, Demet http://hdl.handle.net/20.500.12566/2469 2026-04-03T07:57:19Z 2025-01-01T00:00:00Z

Erken yetişkinlik döneminde sosyoduygusal gelişim Kara, Demet

2025-01-01T00:00:00Z Kara, Demet Bohn, Annette http://hdl.handle.net/20.500.12566/2468 2026-04-02T13:38:02Z 2026-01-01T00:00:00Z

Personal future events of immigrants: what is the role of remembering the distant or recent past? Kara, Demet; Bohn, Annette The present study investigated whether remembering the distant versus the recent personal past influences self-continuity levels and expected future event characteristics in a sample of immigrants. Seventy-three Turkish immigrants living in Denmark participated in three sessions involving questionnaires and life story interviews. In the first session, participants completed baseline measures of self-continuity, psychological wellbeing, acculturation, and demographics. In the second and third sessions, they recalled significant events and narrated life stories from pre-migration (distant past) and post-migration (recent past), followed by measures of self-continuity and wellbeing. After each memory recall, participants described three expected future events and rated them on phenomenological characteristics such as vividness and emotional valence. We analyzed differences in self-continuity and future event characteristics between the pre- and post-migration conditions, as well as the relationships among the variables, thematic content of future events, and their resemblance to cultural life scripts. Results revealed no significant differences in future event characteristics between the conditions. However, a small difference emerged in self-continuity levels: contrary to expectations, participants reported slightly higher self-continuity in the pre-migration condition than in the post-migration condition. These findings contribute to understanding of how autobiographical memory relate to future thinking and self in the context of migration.

2026-01-01T00:00:00Z Alan Aktaş, Aylin Aydınlı, Feridun Başer, Gözdegül http://hdl.handle.net/20.500.12566/2467 2026-04-02T13:23:05Z 2026-01-01T00:00:00Z

Dijital dönüşümün lisans düzeyinde turizm eğitimi müfredatlarına yansıması: Türkiye örneği Alan Aktaş, Aylin; Aydınlı, Feridun; Başer, Gözdegül Bu çalışma, Türkiye’de lisans düzeyinde turizm eğitimi veren yükseköğretim kurumlarının müfredatlarını dijital dönüşüm bağlamında değerlendirmeyi amaçlamaktadır. Çalışmada, YÖK Atlas 2024 verilerine göre turizm alanında eğitim veren 79 üniversitenin güncel müfredatları doküman analizi tekniğiyle incelenmiş; bilgi teknolojileri, yapay zekâ, dijital pazarlama, veri analitiği ve otomasyon gibi dijital içerikli dersler tematik olarak sınıflandırılmıştır. Bulgular, teknoloji odaklı derslerin birçok üniversitede yer almakla birlikte büyük oranda seçmeli ders statüsünde olduğunu ve özellikle yapay zekâ, veri analitiği ve dijital pazarlama gibi ileri dijital yetkinlik alanlarının müfredatlarda sınırlı düzeyde temsil edildiğini göstermektedir. Ayrıca teknoloji odaklı derslerin en fazla Turizm İşletmeciliği ve Gastronomi ve Mutfak Sanatları programlarında yoğunlaştığı, derslerin akademik dönemler arasında dengesiz bir dağılım gösterdiği belirlenmiştir. Bu sonuçlar, turizm eğitimi veren kurumların dijital dönüşüm sürecine uyum sağlayabilmesi için müfredatlarını bu yönde güncellemeleri gerektiğine işaret etmektedir. Bulgular ayrıca teknoloji odaklı derslerin %53,84’ünün seçmeli olduğunu, veri analitiği derslerinin yalnızca üç programda yer aldığını ve yapay zekâ içerikli derslerin toplam dersler içinde sınırlı bir paya sahip olduğunu ortaya koymaktadır.; This study aims to evaluate the undergraduate tourism education curricula in Türkiye within the context of digital transformation. Using data from the 2024 Higher Education Program Atlas (YÖK Atlas), the curricula of 79 universities offering undergraduate tourism programs were examined through document analysis. Courses related to information technologies, artificial intelligence, digital marketing, data analytics, and automation were thematically categorized. The findings reveal that although technology-oriented courses are included in many programs, they are predominantly offered as electives, and advanced digital competencies—particularly artificial intelligence, data analytics, and digital marketing—are insufficiently represented in the core curriculum. Additionally, technology-focused courses are concentrated mainly in Tourism Management and Gastronomy and Culinary Arts programs and display an uneven distribution across academic semesters. These results indicate the need for tourism education institutions to strategically update their curricula in order to align with the ongoing digital transformation and meet evolving industry expectations. As one of the first comprehensive analyses of digital competency integration in Turkish tourism curricula, this study provides valuable insights for both academic and sectoral stakeholders.The findings also reveal that 53.84% of technology-focused courses are elective, data analytics courses are offered in only three programs, and artificial intelligence-related courses constitute a limited share of the total courses.

2026-01-01T00:00:00Z Durmaz, Didem http://hdl.handle.net/20.500.12566/2466 2026-03-26T07:31:09Z 2026-01-01T00:00:00Z

Bribery by judges and prosecutors in the context of decisions by the Turkish supreme court Durmaz, Didem

2026-01-01T00:00:00Z