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    Cross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye
    (Wiley, 2026) Aksoy, Meltem; Aksoy, Dilara Arzugul; Polat, Elif; Hopcan, Sinan; Bush, Annika
    As artificial intelligence (AI) rapidly transforms educational landscapes worldwide, developing AI literacy among pre-service teachers has become increasingly crucial for effective classroom integration and responsible implementation. This comparative study examines AI literacy levels among pre-service teachers in T & uuml;rkiye (Turkey officially changed its name to T & uuml;rkiye in a 2022 letter to the UN, with the change taking immediate effect. See here) and Germany, addressing a critical gap in cross-cultural educational research. Using the Scale for the Assessment of Non-Experts' AI Literacy (SNAIL), we analysed data from 605 participants through correlation, ANOVA and MANOVA methods. Our findings reveal significant effects of both country and gender on AI literacy development, with German participants demonstrating higher overall literacy scores than their Turkish counterparts, particularly in critical appraisal and practical application dimensions. Conversely, Turkish participants exhibited stronger technical understanding. Across both countries, male participants consistently achieved higher AI literacy scores than females, though this gender gap was most pronounced in technical understanding. The country variable emerged as the more influential factor across all subdimensions. These results highlight the interplay between educational systems, cultural contexts and gender on AI literacy acquisition, offering valuable insights for teacher education programs seeking to prepare educators for increasingly AI-integrated learning environments.
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    Designing learner control in instructional software: a lens of 'time spent on tasks' to determine the mental effort
    (Inderscience Enterprises Ltd, 2022) Cakiroglu, Unal; Aksoy, Dilara Arzugul; Gencan, Aysegul; Sen, Hasan
    This study aims to determine the relationships between mental effort and the use of learner controls while working with instructional software. Various versions of instructional software including control components were developed to examine this relationship. Twenty-four secondary school students participated in the study and studied with instructional software including different controls in the content pages. All content pages consisted of the content area, image area, and control panel components. Five different page templates including different positions of these components were placed on the pages. Quantitative data were gathered from the cognitive load scale and the time spent on tasks was used for measuring the mental effort spent on the tasks in the software. The results indicated that students who used more controls spent more mental effort. Along with the study findings, the factors affecting the perceptions of cognitive load regarding the time spent on the controls were discussed. Implications were suggested for designers within the cognitive effects of learner control.
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    Factors affecting the sustainability of open educational resource initiatives in higher education: A systematic review
    (Wiley, 2025) Aksoy, Dilara Arzugul; Kursun, Engin; Zawacki-Richter, Olaf
    This systematic review aims to examine the factors that impact the sustainability of open educational resources (OER) initiatives. A total of 226 articles from the Web of Science, ERIC and SCOPUS databases were subjected to content analysis to identify factors that influence the sustainability of OER initiatives based on the 3M (macro, meso and micro) framework. Our findings reveal that OER sustainability is influenced by different factors in different contexts, such as platform, content creator, learner, learning material and institutional setting. Within the institutional context, institutional policies categorised as a macro and meso factor, were identified as the most frequently mentioned factor affecting OER sustainability. The factors of providing institutional support and incentives were identified as meso factors. For faculty and learners, meso and micro factors such as attitude, motivation, awareness of OER, time, ICT needs and digital literacy were frequently mentioned. Access emerged as a prominent meso factor within the OER platforms dimension. Quality was identified as a critical macro and meso factor for the sustainability of OER. After the quality factor, material-related factors such as licensing, interactivity and free access emerged. Finally, an OER sustainability framework is proposed along with recommendations for researchers, practitioners and administrators to promote sustainable OER practices.