Artificial Intelligence in Turkish Educational Research Journals Publishing in English: Policies, Ethics, and Stakeholder Perspectives
Abstract
This study is an attempt to gain insight into the adoption of generative artificial intelligence (GenAI) policies by Turkish educational research journals publishing manuscripts in English. With this aim, the educational research journals indexed in Turkish national indexing database, TR Dizin, were chosen as the sample of the study. After implementing the exclusion criteria such as having a predominantly non-educational scope or being under evaluation for the year 2025, a total of 107 journals comprised the sample. The journal contents were carefully examined to find out any AI use policy, and the contents of these policies were qualitatively analysed. In order to delve deeper into the phenomenon, semi-structured interviews were conducted with various stakeholders of scholarly publishing such as publishers, chief-editors, editors, and authors. The data collected were analysed using thematic analysis in order to identify relevant codes and themes. The findings indicated that the majority of Turkish educational research journals lack declared policies regarding the AI use. Those adopting AI policies commonly prohibited the use of AI in generating data and transferring the responsibility of authorship to AI while they cautiously permitted using AI as a proof-reader, a data analysis assistant, and a language correction tool. The interview findings pointed to the need to adopt and declare clear AI use policies and highlighted the inevitability of utilizing AI tools in scholarly publishing while also drawing attention to the ethical considerations and risks resulting from the current capabilities of AI.
Keywords
artificial intelligence, educational research, English writing, publication ethics, scholarly publications
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