Theses Written by Turkish Authors About ChatGPT in The Field of Education and Training: A Content Analysis

Year 2025, Volume: 9 Issue: 1, 56 - 79

İbrahim Halil Topal

https://doi.org/10.61969/jai.1633592

Abstract

ChatGPT has undoubtedly been one of the sensational artificial intelligence (AI) chatbots, riveting international scholars from diverse disciplines. In an effort to contribute to its curricular integration or explore its impacts on pedagogical integration, this study analyzed the content of Master’s theses stored in the Council of Higher Education’s (CoHE) National Thesis Center (NTC) and written by Turkish authors in the field of education and training. The content analysis included (i) documentary characteristics, (ii) methodological properties, (iii) research topics, and (iv) main findings. The first analysis unit revealed institutional, provincial, regional, and collegiate variations, albeit a relatively low number of theses. A relevant finding was the absence of doctoral dissertations on ChatGPT. The second analysis unit indicated the need for more methodological robustness and variety in designing theses. The third unit of analysis shed light on under-researched topics in education and training, as well as other fields. The last analysis unit showcased ChatGPT’s manifold applications across different departments, notwithstanding the voiced concerns. Overall, the study illuminates prospective research through its findings and bridges a significant literature gap.

Keywords

Academic writing , ChatGPT , Content analysis , Master’s thesis , Turkish authors

References

• Adeshola, I., & Adepoju, A. P. (2024). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 32(10), 6159-6172. https://doi.org/10.1080/10494820.2023.2253858
• Akpan, I. J., Kobara, Y. M., Owolabi, J., Akpan, A. A., & Offodile, O. F. (2025). Conversational and generative artificial intelligence and human–chatbot interaction in education and research. International Transactions in Operational Research, 32(3), 1251-1281. https://doi.org/10.1111/itor.13522
• Al-kfairy, M. (2024). Factors impacting the adoption and acceptance of ChatGPT in educational settings: A narrative review of empirical studies. Applied System Innovation, 7(6), 110. https://doi.org/10.3390/asi7060110
• Almuhanna, M. A. (2024). Teachers' perspectives of integrating AI-powered technologies in K-12 education for creating customized learning materials and resources. Education and Information Technologies, 1-29. https://doi.org/10.1007/s10639-024-13257-y
• Alsan, Ö.M. (2024). Teachers' views on ChatGPT-generated lesson plan in 7th grade English course. (Unpublished master’s thesis). Gaziantep University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Amer, M. L. B., Rababah, L. M., & Rababah, M. A. (2025). Exploring ChatGPT as a tool for thesis writing: Perspectives of EFL supervisors in Jordanian universities. Journal of Language Teaching and Research, 16(1), 33-42. https://doi.org/10.17507/jltr.1601.04
• Aras, A. (2024). The effects of artificial intelligence-assisted teaching on EFL vocabulary learning: A case of ChatGPT. (Unpublished master’s thesis). Atatürk University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Argan, M., Gürbüz, B., Dursun, M. T., Dinç, H., & Tokay Argan, M. (2024). Usage intention of ChatGPT for health in Turkey: An extended technology acceptance model. International Journal of Human–Computer Interaction, 1-13. https://doi.org/10.1080/10447318.2024.2426045
• Arslan, K., & Benzer, E. (2022). A synthesis study of national and ınternational graduate theses on writing for learning in science education.Education and Scıence, 47(210), 89-114. http://doi.org/10.15390/eb.2022.10943
• Aslan, A., & Açıkgöz, Ö. (2022). Bibliometric analysis of the Turkish doctoral dissertations: A case study of economy, law, psychology, political science, and international relations disciplines. Yükseköğretim Dergisi, 12(2), 363-372. https://doi.org/10.2399/yod.21.820951
• Aslan, A., Açıkgöz, Ö., & Günay, A. (2021). Scientific impact of the Turkish educational dissertations. Turkish Journal of Education, 10(3), 237-250. https://doi.org/10.19128/turje.850728
• Aslan, A., Açıkgöz, Ö., Günay, A., & Koçak, K. (2020). Examination of the curriculum and instructional PhD dissertations in the field of educational sciences concerning theoretical framework, method and contributions of research dimensions. Turkish Journal of Education, 9(4), 273-289. https://doi.org/10.19128/turje.737423
• Baber, H., Nair, K., Gupta, R., & Gurjar, K. (2024). The beginning of ChatGPT–a systematic and bibliometric review of the literature. Information and Learning Sciences, 125(7/8), 587-614. https://doi.org/10.1108/ILS-04-2023-0035
• Badenhorst, C., & Guerin, C. (Eds.). (2015). Research literacies and writing pedagogies for masters and doctoral writers (Vol. 31). Brill.
• Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
• Başaran, M., Vural, Ö. F., Metin, Ş., & Tamur, S. (2025). Early coding education and its multidimensional impact on preschool development: An Analysis of ChatGPT’s Insights. International Journal of Early Childhood, 1-27. https://doi.org/10.1007/s13158-024-00411-3
• Basturkmen, H., East, M., & Bitchener, J. (2014). Supervisors' on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education, 19(4), 432-445. https://doi.org/10.1080/13562517.2012.752728
• Blair, L. (2016). Writing a graduate thesis or dissertation. Sense Publishers.
• Çam, N. B., & Özgür, A. (2023, September). Evaluation of chatgpt and bert-based models for turkish hate speech detection. In 2023 8th International Conference on Computer Science and Engineering (UBMK) (pp. 229-233). IEEE. https://doi.org/10.1109/UBMK59864.2023.10286663
• Castro, G. P. B., Chiappe, A., Rodríguez, D. F. B., & Sepulveda, F. G. (2024). Harnessing AI for education 4.0: Drivers of ersonalized learning. Electronic Journal of e-Learning, 22(5), 1-14. https://doi.org/10.34190/ejel.22.5.3467
• Çelik, Ç.U. (2024). Merging ChatGPT with Minecraft: AI chatbots for enhanced user engagement and learning. (Unpublished master’s thesis). Bahçeşehir University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Cengiz-Kulaksız, G. (2024). Artificial intelligence-based language modelling: The effect of ChatGPT application on writing skills in the context of teaching English as a foreign language. (Unpublished master’s thesis). Bursa Uludağ University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8
• Chang, C. Y., Chen, I. H., & Tang, K. Y. (2024). Roles and research trends of ChatGPT-based learning. Educational Technology & Society, 27(4), 471-486. https://doi.org/10.30191/ETS.202410_27(4).TP03
• Chang, C. Y., Lin, H. C., Yin, C., & Yang, K. H. (2025). Generative AI-assisted reflective writing for improving students’ higher order thinking. Educational Technology & Society, 28(1), 270-285. https://doi.org/10.30191/ETS.202501_28(1).TP03
• Chow, E. H., Kao, T. J., & Li, X. (2024). An experiment with the use of ChatGPT for LCSH subject assignment on electronic theses and dissertations. Cataloging & Classification Quarterly, 62(5), 574-588. https://doi.org/10.1080/01639374.2024.2394516
• Cingillioglu, I., Gal, U., & Prokhorov, A. (2024). AI-experiments in education: An AI-driven randomized controlled trial for higher education research. Education and Information Technologies, 29(15), 19649-19677. https://doi.org/10.1007/s10639-024-12633-y
• Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452. https://doi.org/10.1007/s10956-023-10039-y
• Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in education and teaching international, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
• Dehghan, S., & Yanikoglu, B. (2024, March). Evaluating ChatGPT’s ability to detect hate speech in Turkish tweets. In Proceedings of the 7th Workshop on Challenges and Applications of Automated Extraction of Socio-political Events from Text (CASE 2024) (pp. 54-59). https://aclanthology.org/2024.case-1.6/
• Demir, G. (2024). Pre-service mathematics teachers' experiences of preparing lesson plans in accordance with the 5E learning model through ChatGPT. (Unpublished master’s thesis). Eskişehir Osman Gazi University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Demirel, S., Bulur, N., & Çakıcı, Z. (2024). Utilizing artificial ıntelligence for text classification in communication sciences: Reliability of ChatGPT models in Turkish texts. In D. Darwish (Ed.), Design and Development of Emerging Chatbot Technology (pp. 218-235). IGI Global.
• Doğan, M., Çelik, S., & Tomris, G. (2022). Analysis of mixed methods graduate thesis studies in special education programs in Turkey. Journal of Qualitative Research in Education, (29), 1-32. https://dergipark.org.tr/en/download/article-file/2247443
• Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90-100. https://doi.org/10.1016/j.iheduc.2012.11.003
• Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460-474. https://doi.org/10.1080/14703297.2023.2195846
• Fraenkel, J. R., Wallen, N., & Hyun, H. (2012). Descriptive statistics. In How to design and evaluate research in education (8th ed.). McGraw-Hill Companies.
• Fraenkel, J., Wallen, N., & Hyun, H. (2022). How to design and evaluate research in education (11th ed.). McGraw-Hill Education.
• Gao, Y., Wang, Q., & Wang, X. (2024). Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: a study in China. Asia Pacific Journal of Education, 44(1), 29-44. https://doi.org/10.1080/02188791.2024.2305173
• Gligorea, I., Cioca, M., Oancea, R., Gorski, A. T., Gorski, H., & Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: A literature review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216
• Goksu, I., Ozkaya, E., & Gunduz, A. (2022). The content analysis and bibliometric mapping of CALL journal. Computer Assisted Language Learning, 35(8), 2018-2048. https://doi.org/10.1080/09588221.2020.1857409
• Gonsalves, C. (2024). Addressing student non-compliance in AI use declarations: implications for academic integrity and assessment in higher education. Assessment & Evaluation in Higher Education, 1-15. https://doi.org/10.1080/02602938.2024.2415654
• Guba, E.G. (1981). Criteria for assessing trustworthiness of naturalistic enquiries. Educational Communication and Technology Journal, 29, 75–91. https://doi.org/10.1007/BF02766777
• Güdekli, İ. A., Çelik, H. C., & Oduncu, P. (2022). A study of the graduate theses on online distance education in Turkey submitted between 2011 and 2020. Yükseköğretim Dergisi, 12(1), 74-88. https://doi.org/10.2399/yod.21.808250
• Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil transactions on benchmarks, standards and evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089
• Han, Z. (2024). Chatgpt in and for second language acquisition: A call for systematic research. Studies in Second Language Acquisition, 46(2), 301-306. https://doi.org/10.1017/S0272263124000111
• Huang, X., & Qiao, C. (2024). Enhancing computational thinking skills through artificial intelligence education at a STEAM high school. Science & Education, 33(2), 383-403. https://doi.org/10.1007/s11191-022-00392-6
• Işık, R., Yılmaz, M. N., Tanrısever, Ö., Duru, H. A., & Bardak, B. (2023, July). DepremKit: Human and ChatGPT labeled Turkish earthquake dataset. In 2023 31st Signal Processing and Communications Applications Conference (SIU) (pp. 1-4). IEEE. https://doi.org/10.1109/SIU59756.2023.10223824
• Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies, 28(12), 15873-15892. https://doi.org/10.1007/s10639-023-11834-1
• Kamler, B. (2008). Rethinking doctoral publication practices: Writing from and beyond the thesis. Studies in Higher Education, 33(3), 283-294. https://doi.org/10.1080/03075070802049236
• Kandal, R., & Baş, F. (2022). The descriptive content analysis of theses with the topic of metacognition published in Turkey on mathematics education. Journal of Education and Future, (21), 83-97. https://doi.org/10.30786/jef.835078
• Karabacak, S. (2024). Examining the opinions of secondary school students and teachers on the use of ChatGPT artificial intelligence application in mathematics education. (Unpublished master’s thesis). Van Yüzüncü Yıl University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Karataş, D. (2024). Exploring potential of ChatGPT for assisting preservice science teachers' pedagogical content knowledge in inquiry-based lesson planning. (Unpublished master’s thesis). Boğaziçi University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Kesim, E. (2020). A study of the graduate theses on distance learning administration in Turkey from 1999 to 2019. Turkish Online Journal of Distance Education, 21(2), 17-36. https://doi.org/10.17718/tojde.727972
• Khan, N., Khan, Z., Koubaa, A., Khan, M. K., & Salleh, R. B. (2024). Global insights and the impact of generative AI-ChatGPT on multidisciplinary: a systematic review and bibliometric analysis. Connection Science, 36(1), 2353630. https://doi.org/10.1080/09540091.2024.2353630
• Kim, J. (2024). Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective. Education and Information Technologies, 29(13), 17433-17465. https://doi.org/10.1007/s10639-024-12523-3
• Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: Perspectives of leading teachers for AI in education. Education and information technologies, 27(5), 6069-6104. https://doi.org/10.1007/s10639-021-10831-6
• Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537-550. https://doi.org/10.1177/00336882231162868
• Kreutzer, R. T., & Sirrenberg, M. (2020). Understanding artificial intelligence. Springer.
• Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.) Sage.
• Krumsvik, R. J. (2022). Academic writing in scientific journals versus doctoral theses: The article-based thesis and the synopsis. Nordic Journal of Digital Literacy, (2), 78-94. https://doi.org/10.18261/njdl.17.2.1
• Kuckartz, U., & Rädiker, S. (2023). Qualitative content analysis: Methods, practice and software. Sage.
• Lambert, J., & Stevens, M. (2024). ChatGPT and generative AI technology: A mixed bag of concerns and new opportunities. Computers in the Schools, 41(4), 559-583. https://doi.org/10.1080/07380569.2023.2256710
• Lee, G.-G., & Zhai, X. (2024). Using ChatGPT for science learning: A study on pre-service teachers’ lesson planning. IEEE Transactions on Learning Technologies, 17, 1683–1700. https://doi.org/10.1109/TLT.2024.3401457
• Leiter, C., Zhang, R., Chen, Y., Belouadi, J., Larionov, D., Fresen, V., & Eger, S. (2024). Chatgpt: A meta-analysis after 2.5 months. Machine Learning with Applications, 16, 100541. https://doi.org/10.1016/j.mlwa.2024.100541
• Li, B., Lowell, V. L., Wang, C., & Li, X. (2024). A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching. Computers and Education: Artificial Intelligence, 100266.
• Lin, X. (2024). Exploring the role of ChatGPT as a facilitator for motivating self-directed learning among adult learners. Adult Learning, 35(3), 156-166. https://doi.org/10.1177/10451595231184928
• Livberber, T., & Ayvaz, S. (2023). The impact of Artificial Intelligence in academia: Views of Turkish academics on ChatGPT. Heliyon, 9(9), e19688. https://doi.org/10.1016/j.heliyon.2023.e19688
• Lund, B. D., Lee, T. H., Mannuru, N. R., & Arutla, N. (2025). AI and academic integrity: Exploring student perceptions and implications for higher education. Journal of Academic Ethics, 1-21. https://doi.org/10.1007/s10805-025-09613-3
• Minh, N. T. T. (2025). Exploring qualitative data collection methods for dissertation research. In R. Throne (ed.), Qualitative research methods for dissertation research (pp. 81-124). IGI Global Scientific Publishing.
• Moorhouse, B. L., Yeo, M. A., & Wan, Y. (2023). Generative AI tools and assessment: Guidelines of the world's top-ranking universities. Computers and Education Open, 5, 100151. https://doi.org/10.1016/j.caeo.2023.100151
• Naycı, O. (2021). Content analysis on the graduate theses done about flipped classroom model in Turkey. Turkish Online Journal of Distance Education, 22(2), 206-222. https://doi.org/10.17718/tojde.906864
• Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572-590. https://doi.org/10.1080/03075079.2015.1063598
• Oğuzman, R. T., & Yurdabakan, Z. Z. (2024). Performance of chat generative pretrained transformer and bard on the questions asked in the dental specialty entrance examination in Turkey regarding Bloom’s revised taxonomy. Current Research in Dental Sciences, 34(1), 25-34. https://doi.org/10.5152/CRDS.2024.23261
• Ozan, O. (2024). Employing ChatGPT to improve high school students' writing skills by providing feedback on topic-specific writing tasks. (Unpublished master’s thesis). Tokat Gaziosmanpaşa University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Özçetin, M. (2024). Examining the use of generative artificial intelligence tools in coding education: The case of ChatGPT. (Unpublished master’s thesis). Hacettepe University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Ozturk, N., Yakak, I., Ağ, M. B., & Aksoy, N. (2024). Is ChatGPT reliable and accurate in answering pharmacotherapy-related inquiries in both Turkish and English?. Currents in Pharmacy Teaching and Learning, 16(7), 102101. https://doi.org/10.1016/j.cptl.2024.04.017
• Rababah, L. M., Rababah, M. A., & Al-Khawaldeh, N. N. (2024). Graduate dtudents’ ChatGPT experience and perspectives during thesis writing. International Journal of Engineering Pedagogy, 14(3), 22-35. https://doi.org/10.3991/ijep.v14i3.48395
• Remenyi, D., & Bannister, F. (2022). Writing up your research for a dissertation or thesis. UJ Press.
• Riffe, D., Lacy, S., Watson, B. R., & Lovejoy, J. (2023). Analyzing media messages: Using quantitative content analysis in research. Routledge.
• Sahin, M. C., Sozer, A., Kuzucu, P., Turkmen, T., Sahin, M. B., Sozer, E., ... & Celtikci, E. (2024). Beyond human in neurosurgical exams: ChatGPT's success in the Turkish neurosurgical society proficiency board exams. Computers in Biology and Medicine, 169, 107807. https://doi.org/10.1016/j.compbiomed.2023.107807
• Sahu, P. K., Benjamin, L. A., Singh Aswal, G., & Williams-Persad, A. (2024). ChatGPT in research and health professions education: challenges, opportunities, and future directions. Postgraduate Medical Journal, 100(1179), 50-55. https://doi.org/10.1093/postmj/qgad090
• Santos, F. C. C. (2023). Artificial intelligence in automated detection of disinformation: A thematic analysis. Journalism and Media, 4(2), 679-687. https://doi.org/10.3390/journalmedia4020043
• Sarıkaş, G., & Demir, S. B. (2020). Psychometric characteristics of written response instruments used in postgraduate theses completed in special education. International Journal of Assessment Tools in Education, 7(2), 280-304. https://doi.org/10.21449/ijate.674720
• Schreier, M. (2018). Sampling and generalization. In U. Flick (Ed.), The SAGE handbook of qualitative data collection (pp. 84–97). Sage.
• Sejnowski, T. J. (2024). ChatGPT and the Future of AI: The Deep Language Revolution. MIT Press.
• Şeref, İ., & Karagöz, B. (2020). Citation analysis of graduate theses on teaching of Turkish as a foreign language (1988-2019). Cukurova University Faculty of Education Journal, 49(2), 1145-1183. https://doi.org/10.14812/cuefd.740826
• Sezer, H. (2024). Is artificial intelligence the new writing teacher? A comparison of ChatGPT feedback and teacher feedback on writing proficiency in Turkish EFL classrooms. (Unpublished master’s thesis). Yeditepe University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 187-209. https://doi.org/10.1017/S0958344023000265
• Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. Cambodian Journal of Educational Research, 3(1), 110-121. https://doi.org/10.62037/cjer.2023.03.01.06
• Sun, D., Cheng, G., Yu, P. L. H., Jia, J., Zheng, Z., & Chen, A. (2025). Personalized stem education empowered by artificial intelligence: a comprehensive review and content analysis. Interactive Learning Environments, 1-23. https://doi.org/10.1080/10494820.2025.2462156
• Taşkıran, B. (2024). Artificial intelligence based solution strategies in science teaching: analysis of LGS questions with ChatGPT. (Unpublished master’s thesis). Ondokuz Mayıs University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.
• Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart learning environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
• Topal, İ. H. (2024). ChatGPT: A critical evaluation: https://chat.openai.com. TESOL Journal, 15(3), e810. https://doi.org/10.1002/tesj.810
• Tuzlu, İ. (2024). ChatGPT as a material preparation tool in language classes. (Unpublished master’s thesis). Ufuk University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Uysal, S. (2024). The effect of secondary school students' use of ChatGPT in self-learning on their academic success (Unpublished master’s thesis). Anadolu University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• van den Berg, G., & du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998. https://doi.org/10.3390/educsci13100998
• Vargas-Murillo, A. R., de la Asuncion, I. N. M., & de Jesús Guevara-Soto, F. (2023). Challenges and opportunities of AI-assisted learning: A systematic literature review on the impact of ChatGPT usage in higher education. International Journal of Learning, Teaching and Educational Research, 22(7), 122-135. https://doi.org/10.26803/ijlter.22.7.7
• Wu, T. T., Lee, H. Y., Chen, P. H., Lin, C. J., & Huang, Y. M. (2025). Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement. Journal of Computer Assisted Learning, 41(1), e13085. https://doi.org/10.1111/jcal.13085
• Wu, X., Duan, R., & Ni, J. (2024). Unveiling security, privacy, and ethical concerns of ChatGPT. Journal of Information and Intelligence, 2(2), 102-115. https://doi.org/10.1016/j.jiixd.2023.10.007
• Xu, S., Su, Y., & Liu, K. (2025). Investigating student engagement with AI-driven feedback in translation revision: A mixed-methods study. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-025-13457-0
• Yağan, S., & Çubukçu, Z. (2021). The content analysis of doctoral dissertations completed in the field of curriculum and instruction (2006-2017) Eğitim programları ve öğretim alanında tamamlanmış doktora tezlerinin ıçerik analizi (2006-2017). Hacettepe University Journal of Education, 36(1), 157-176. http://doi.org/10.16986/huje.2019056622
• Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943-13967. https://doi.org/10.1007/s10639-023-11742-4
• Yang, W., Hu, X., Yeter, I. H., Su, J., Yang, Y., & Lee, J. C. K. (2024). Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning. Journal of Computer Assisted Learning, 40(2), 465-477. https://doi.org/10.1111/jcal.12892
• Yigitbay, A. (2024). Evaluation of ChatGPT’s performance in the Turkish board of orthopaedic surgery examination. The Medical Bulletin of Haseki, 62(4), 243-249. https://doi.org/10.4274/haseki.galenos.2024.10038
• Yildirim, T. (2020). Trends in PhD theses in Turkish chemistry education (1999-2019). Eurasian Journal of Educational Research, 89, 201-240. https://doi.org/10.14689/ejer.2020.89.10
• Yıldız, M. S., & Alper, A. (2023). Can ChatGPT-4 diagnose in Turkish: A comparison of ChatGPT responses to health-related questions in English and Turkish. Journal of Consumer Health on the Internet, 27(3), 294-307. https://doi.org/10.1080/15398285.2023.2240652
• Yu, S., Zhang, Y., Zheng, Y., Yuan, K., & Zhang, L. (2019). Understanding student engagement with peer feedback on master’s theses: A Macau study. Assessment & Evaluation in Higher Education, 44(1), 50-65. https://doi.org/10.1080/02602938.2018.1467879