Mesleki Eğitimde Dijitalleşme ve Yeni Yaklaşımlar: Akademisyen Görüşleri Bağlamında Özel Güvenlik Eğitiminin Geleceği ve Metaverse

Yıl 2025, Cilt: 2025 Sayı: 2, 102 - 127, 27.10.2025

Ali Yağcı , Ali Davut Alkan

https://doi.org/10.56337/sbm.1727424

Öz

Bu araştırmanın amacı, gelecekte özel güvenlik alanında önemli rol oynayacak akademisyenlerin Metaverse hakkındaki görüşlerini ve Metaverse’de özel güvenlik eğitiminin ne şekilde yer bulacağına ilişkin görüşlerinin belirlenmesidir. Bu bağlamda yarı yapılandırılmış görüşme formu ile özel güvenlik ve koruma ön lisans programlarında görevli 38 akademisyen ile görüşme gerçekleştirilmiştir. Çalışma, nitel araştırma kapsamında durum çalışması olarak tasarlanmıştır ve verilerinin analizinde tümevarımsal tematik analiz yaklaşımı benimsenmiştir. Araşatırmaya katılan akademisyenler, Metaverse hakkında genel görüşlerini paylaştıklarında çoğunluğu bu kavramı sanal evren olarak tanımlamıştır. Metaverse ortamında özel güvenlik eğitimi üzerine de değerlendirmelerde bulunmuşlar ve çoğu bu tür bir eğitimin Metaverse’de yer bulacağı yönünde görüşlerini ifade etmişlerdir. Ayrıca, Metaverse’deki özel güvenlik eğitimi uygulamalarının eğitim kalitesini artıracağına yönelik görüşler öne çıkmıştır. Ancak akademisyenler, bu uygulamalar süresince karşılaşılabilecek zorlukları da gündeme getirmişlerdir. Katılımcı akademisyenlerin çoğunluğu, altyapı eksikliklerinin önemli sorunlar yaratabileceğini belirtmiştir. Bu araştırmanın sonuçları, Metaverse’ün özel güvenlik eğitiminde nasıl kullanılacağına dair bir yol haritası oluşturmaya ve eğitim politikaları, programları ve müfredatlarını geliştirmeye yönelik rehberlik sağlayabilir.

Anahtar Kelimeler

Metaverse , Özel Güvenlik Eğitimi , Dijitalleşme , Akademisyen Görüşleri , Mesleki Eğitim

Digitalization and New Approaches in Vocational Education: Academic Perspectives on the Future of Private Security Training and the Metaverse

Öz

This study aims to explore the perspectives of academics who are poised to play pivotal roles in the future of the private security domain, focusing specifically on their views of the metaverse and the integration of private security education within this virtual environment. Semi-structured interviews were conducted with 38 academics teaching in private security and protection associate degree programs. Conceptualized as a qualitative case study, the research adopted an inductive thematic analysis approach to examine the data. When sharing their general views on the metaverse, most academics defined it as a virtual universe. Regarding private security training in the metaverse, a majority expressed conviction that such training would indeed find a place in this digital realm. Moreover, the prevailing sentiment among respondents was that incorporating specialized security training applications in the metaverse would enhance educational quality. However, participants also highlighted potential challenges; infrastructure deficiencies were most frequently cited as a significant obstacle. The findings of this research may provide a valuable framework for developing a roadmap that outlines the potential applications of the metaverse in private security training. These insights could further contribute to enhancing the efficacy of future training policies, programs, and curricula.

Anahtar Kelimeler

Metaverse , Private Security Training , Digitalization , Academic Perspectives , Vocational Education

Kaynakça

• Ahsani, V., Rahimi, A., Letafati, M., & Khalaj, B. H. (2023). Unlocking Metaverse-as-a-Service the three pillars to watch: privacy and security, edge computing, and blockchain. arXiv preprint http://arxiv.org/abs/2301.01221
• Akkaya, N., & Şengül, L. (2022). Metaverse ve dil eğitimi. Eğitim ve Yeni Yaklaşımlar Dergisi, 5(2), 314-326. https://doi.org/10.52974/jena.1194504
• Alaeddinoğlu, M. F. (2023). İklim ve turizm için metaverse. Journal of Humanities and Tourism Research, 13(3), 689-700.
• Alaeddinoğlu, M. F., Erciş, S., & Sivrikaya, M. H. (2023). Metaverse ve spor. F. Kıyıcı, Y. S. Biricik, & V. Alaeddinoğlu (Ed.), Dijital Çağda Spor Araştırmaları 2 içinde (107-121). Özgür Yayınları. https://doi.org/10.58830/ozgur.pub223.c965
• Al-Ali, M. Y. A., & Laib, K. (2024). The using of the metaverse in the field of education and training in police colleges. International Journal of Educational Psychological Studies (EPS), 13(1), 182-191. https://doi.org/10.31559/EPS2024.13.1.12
• Alkan, S., & Bolat, Y. (2022). Eğitimde metaverse: Bilgilendirici bir literatür taraması. The Journal of International Educational Sciences, 32(32), 260-295. https://doi.org/10.29228/INESJOURNAL.63949
• Alkan, A.D. (2024). Türkiye'de depremlerde özel güvenliğin kullanım durumu ve öneriler. Akademik Yaklaşımlar Dergisi, 15(1-Deprem Özel Sayısı-), 115-135. https://doi.org/10.54688/ayd.1412609
• Anshari, M., Syafrudin, M., Fitriyani, N. L., & Razzaq, A. (2022). Ethical responsibility and sustainability (ERS) development in a metaverse business model. Sustainability, 14(23), 15805. https://doi.org/10.3390/su142315805
• Aycan, Z. & Balcı, H. (2001). Hizmet içi eğitimin etkililiğini yordayan bireysel ve kurumsal faktörler. Türk Psikolojisi Dergisi, 16(48), 15.
• Ayress, L. (2008). Thematic coding and analysis. In L. M. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods (pp. 868-869). SAGE Publications, Inc.
• Bakke, H. K., Steinvik, T., Eidissen, S. I., Gilbert, M., & Wisborg, T. (2015). Bystander first aid in trauma-prevalence and quality: A prospective observational study. Acta Anaesthesiologica Scandinavica, 59(9), 1187-1193. https://doi.org/10.1111/aas.12561
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
• Chen, C., Zhang, H., Hou, J., Zhang, Y., Zhang, H., Dai, J., Pang, S., & Wang, C. (2023). Deep learning in the ubiquitous human-computer ınteractive 6G era: Applications, principles and prospects. Biomimetics, 8(4), 343. https://doi.org/10.3390/biomimetics8040343
• Crespo-Pereira, V., Sánchez-Amboage, E., & Membiela-Pollán, M. (2023). Facing the challenges of metaverse: A systematic literature review from social sciences and marketing and communication. El Profesional de la información (32)1. https://doi.org/10.3145/epi.2023.ene.02
• Creswell, J. W. (2014). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. (S. B. Demir (Çev. Ed.); 4. baskı). Eğiten Kitap Yayıncılık.
• Cui, L., Zhu, C., Hare, R., & Tang, Y. (2023). MetaEdu: A new framework for future education. Discover Artificial Intelligence, 3(1), 10. https://doi.org/10.1007/s44163-023-00053-9
• Çavaş, B., Çavaş, P. H., & Can, B. T. (2004). Eğitimde sanal gerçeklik. The Turkish Online Journal of Educational Technology-TOJET, 3(4), 110-116.
• Davis, L (2022). How the metaverse is shaping the future of education. Erişim adresi: https://metapress.com/how-the-metaverse-is-shaping-the-future-of-education/
• Dionisio, J. D. N., Iii, W. G. B., & Gilbert, R. (2013). 3D virtual worlds and the metaverse: Current status and future possibilities. ACM Computing Surveys, 45(3), 1-38. https://doi.org/10.1145/2480741.2480751
• Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., & Cai, W. (2021). Metaverse for social good: A university campus prototype. In Proceedings of the 29th ACM international conference on multimedia, 153-161. https://doi.org/10.1145/3474085.3479238
• Eker, G. (2007). Endüstri meslek lisesi öğrencilerinin tükenmişlik düzeyi [Yüksek lisans tezi]. Marmara Üniversitesi.
• Erol, N. (2010). Mesleki ortaöğretimde yeni müfredat doğrultusunda öğretmenlerin eğitim ihtiyaçlarının belirlenmesi [Yüksek lisans tezi]. Gazi Üniversitesi.
• Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill.
• Garrido-Iñigo, P., & Rodríguez-Moreno, F. (2015). The reality of virtual worlds: pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 453-470. https://doi.org/10.1080/10494820.2013.788034
• Habib Gill, S., Abdur Razzaq, M., Ahmad, M., M. Almansour, F., Ul Haq, I., Jhanjhi, N., Zaib Alam, M., & Masud, M. (2022). Security and privacy aspects of cloud computing: A smart campus case study. Intelligent Automation & Soft Computing, 31(1), 117-128. https://doi.org/10.32604/iasc.2022.016597
• Herpich, F., Nunes, F. B., Petri, G., & Tarouco, L. M. R. (2019). How mobile augmented reality ıs applied in education? A systematic literature review. Creative Education, 10(07), 1589-1627. https://doi.org/10.4236/ce.2019.107115
• Hull, S. (2022). Facing the future: Police learning in the metaverse. Erişim adresi: https://www.open.ac.uk/blogs/OUPolicing/index.php/2022/07/05/police-education-and-the-metaverse/
• Jagatheesaperumal, S. K., Ahmad, K., Al-Fuqaha, A., & Qadir, J. (2022). Advancing education through extended reality and ınternet of everything enabled metaverses: Applications, challenges, and open ıssues. EEE Transactions on Learning Technologies, 17, 1120-1139. http://arxiv.org/abs/2207.01512
• Jonathan, S., Helen, G., Roxanne, L., & Babak, A. (2017). AUGGMED: Developing multiplayer serious games technology to enhance first responder training. In Proceedings Estonian Academy of Security Sciences, 16: From Research to Security Union. Estonian Academy of Security Sciences, (pp. 223-253).
• Kaplan, A. M., & Haenlein, M. (2009). The fairyland of second life: Virtual social worlds and how to use them. Business Horizons, 52(6), 563-572. https://doi.org/10.1016/j.bushor.2009.07.002
• Karataş, Z. (2015). Sosyal bilimlerde nitel araştirma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
• Kaur, D. P., & Mantri, A. (2015). Computer vision and sensor fusion for efficient hybrid tracking in augmented reality systems. 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE), 176-181. https://doi.org/10.1109/MITE.2015.7375310
• Kılıç, C. & Atilla, G. (2024). The changing nature of the workforce: A qualitative exploration across selected countries. International Journal of Eurasia Social Sciences (IJOESS), 15(56), 507-536. http://dx.doi.org/10.35826/ijoess.4449
• Kim, J. (2021). Advertising in the Metaverse: Research agenda. Journal of Interactive Advertising, 21(3), 141-144. https://doi.org/10.1080/15252019.2021.2001273
• Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: Possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18, 32. https://doi.org/10.3352/jeehp.2021.18.32
• Le Noury, P., Polman, R., Maloney, M., & Gorman, A. (2022). A narrative review of the current state of extended reality technology and how it can be utilised in sport. Sports Medicine, 52(7), 1473-1489. https://doi.org/10.1007/s40279-022-01669-0
• Lee, L.-H., Braud, T., Zhou, P., Wang, L., Xu, D., Lin, Z., Kumar, A., Bermejo, C., & Hui, P. (2021). All one needs to know about metaverse: A complete survey on technological singularity, virtual ecosystem, and research agenda. Journal of Latex Class Files, 14(8), http://arxiv.org/abs/2110.05352
• Lo, M. F., Ng, W. C. J., Ng, C. F. G., & Ng, M. L. P. (2023). The past, present, and future of first aid and health education: A case study in Hong Kong. International Journal of Pharmaceutical and Healthcare Marketing, 17(1), 55-77. https://doi.org/10.1108/IJPHM-10-2021-0100
• McMillan, J. H. (1996). Educational research: Fundamentals for the consumer. Harper Collins College Publishers.
• Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis (2. baskı). SAGE Publications.
• Moy, C., & Gadgil, A. (2022). Opportunities in the metaverse: How businesses can explore the metaverse and navigate the hype vs. reality. JPMorgan Chase.
• Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486-497. https://doi.org/10.3390/encyclopedia2010031
• Oh, S. (2022). A Study on the establishment of metaverse-based police education and training model. Journal of the Society of Disaster Information, 18(3), 487-494. https://doi.org/10.15683/KOSDI.2022.9.30.487
• Pantazidis, A., Gazis, A., Soldatos, J., Touloupou, M., Kapassa, E., & Karagiorgou, S. (2023). Trusted virtual reality environment for training security officers. 2023 19th International Conference on Distributed Computing in Smart Systems and the Internet of Things (DCOSS-IoT), Pafos, Cyprus, 2023, pp. 518-524. https://doi.org/10.1109/DCOSS-IoT58021.2023.00086
• Papadopoulos, T., Evangelidis, K., Kaskalis, T. H., Evangelidis, G., & Sylaiou, S. (2021). Interactions in augmented and mixed reality: An overview. Applied Sciences, 11(18), 8752. https://doi.org/10.3390/app11188752
• Park, S.-M., & Kim, Y.-G. (2022). A metaverse: Taxonomy, components, applications, and open challenges. IEEE Access, 10, 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175
• Raja, D., & Karthikeyan, P. (2019). Computer generated reality-opportunities and challenges. International Journal for Research in Applied Science & Engineering Technology (IJRASET), 7(4), 1765-1774. https://doi.org/10.22214/ijraset.2019.4321
• Rospigliosi, P. ‘asher’. (2022). Metaverse or simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work. Interactive Learning Environments, 30(1), 1-3. https://doi.org/10.1080/10494820.2022.2022899
• Shin, K.Y., & Lee, S.W. (2020). Developing an XR based hyper-realistic counter-terrorism, education, training, and evaluation system. Convergence Security Journal, 20(5), 65-74.
• Syal, S., & Mathew, R. (2020). Threats faced by mixed reality and countermeasures. Procedia Computer Science, 171, 2720-2728. https://doi.org/10.1016/j.procs.2020.04.295
• Şentürk, C., & Yağcı, A. (2023). Reflections of the virtual world on education and practice examples. In M. Ibrahim, M. Aydoğmuş, & Y. Tükel (Eds.), New Trends and Promising Directions in Modern Education “AI in Education” (pp. 235-258). Palet Yayınları
• Tabassum, N., Naeem, H., & Batool, A. (2023). The data security and multi-cloud privacy concerns. International Journal for Electronic Crime Investigation, 7(1), 49-58. https://doi.org/10.54692/ijeci.2023.0701128
• Theodoropoulos, A., Stavropoulou, D., Papadopoulos, P., Platis, N., & Lepouras, G. (2023). Developing an interactive VR CAVE for immersive shared gaming experiences. Virtual Worlds, 2(2), 162-181. https://doi.org/10.3390/virtualworlds2020010
• Tran, N. C., Wang, J., Vu, T. H., Tai, T. C., & Wang, J.-C. (2023). Anti-aliasing convolution neural network of finger vein recognition for virtual reality (VR) human-robot equipment of metaverse. The Journal of Supercomputing, 79(3), 2767-2782. https://doi.org/10.1007/s11227-022-04680-4
• Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H., & Shen, X. (2022). A survey on metaverse: Fundamentals, security, and privacy. IEEE communications surveys & tutorials, 25(1), 319-352. https://doi.org/10.1109/COMST.2022.3202047
• Yağcı, A. (2018). Mesleki ve teknik lise öğrencilerinin fen dersleri (fizik- kimya- biyoloji) başarılarının yapay sinir ağları ile tahmini ve başarısızlık için alınacak tedbirler (Türkiye-Malezya karşılaştırması) [Yüksek Lisans Tezi]. Karamanoğlu Mehmetbey Üniversitesi.
• Yağcı, A. (2021). Yükseköğretim kurumlarında yer alan özel güvenlik ve koruma programlarındaki ilkyardım dersinin analizi. Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi, 4(2), 58-76. https://doi.org/10.53046/ijotem.999936
• Yağcı, A. (2023). Özel güvenlik eğitimindeki uyuşturucu madde bilgileri, hava/deniz liman ve terör/terörizm derslerinin analizi. Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi, 6(1), 89-130. https://doi.org/10.53046/ijotem.1272024
• Yağcı, A., & Çağır, S. (2025). Doktora öğrencilerinin metaverse hakkındaki görüşleri. Yeni Yüzyıl’da İletişim Çalışmaları, 3(11), 95-107.
• Yağcı, A., & Çevik, M. (2017). Predictions of academic achievements of vocational and technical high school students with artificial neural networks in science courses (physics, chemistry and biology) in Turkey and measures to be taken for their failures. SHS Web Conference, 37, Article 1057. https://doi.org/10.1051/shsconf/20173701057
• Yağcı, A., & Çevik, M. (2019). Prediction of academic achievements of vocational and technical high school (VTS) students in science courses through artificial neural networks (comparison of Turkey and Malaysia). Education and Information Technologies, 24(5), 2741-2761. https://doi.org/10.1007/s10639-019-09885-4
• Yağcı, A., & Şentürk, C. (2023). Fen bilimleri (fizik-kimya-biyoloji) eğitiminde metaverse. EDUCATIONE, 2(2), 262-288. https://doi.org/10.58650/educatione.1299434
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. baskı). Seçkin Yayıncılık. Yin, R. K. (2018). Case study research and applications: Design and methods (6. baskı). SAGE Publications, Inc.