AKÜ Araştırma ve Akademik Performans Sistemi
DSpace@AKÜ, Afyon Kocatepe Üniversitesi’nin bilimsel araştırma ve akademik performansını izleme, analiz etme ve raporlama süreçlerini tek çatı altında buluşturan bütünleşik bilgi sistemidir.
Güncel Gönderiler
Öğe Türü: Öğe , Sekülerleşme teorilerinin sosyolojik ardalanı(Afyon Kocatepe Üniversitesi, 25.09.2026) Ahmedi, Ekber ŞahHıristiyanlığın Avrupa’da siyasal bir güç haline gelmesiyle din-siyaset ve din-toplum ilişkilerinde yaşanan gerilim, zamanla ekonomik, sosyokültürel, entelektüel ve dini dönüşümlere zemin hazırlamıştır. Özellikle 16. yüzyılda dini bir devrim olarak nitelendirilen Reformasyon süreciyle bu gerilim fiili çatışmalara dönüşerek Avrupa’nın tarihsel, dinsel ve entelektüel belleğinde olumsuz izler bırakmıştır. Bu tarihsel belleğin klasik sosyal bilim disiplinlerinin dine bakışının biçimlenmesinde ve geleneksel dini dünya görüşünün aşılmasına yönelik kuramsal yaklaşımların ortaya konmasında belirleyici rol oynadığı ifade edilebilir. Klasik sosyal bilimcilerin din ve modernleşme yaklaşımlarının önemli ölçüde bu çerçevede şekillendiği ileri sürülebilir. Zira pek çok klasik sosyal bilimci rasyonelleşme, işlevsel farklılaşma, kentleşme ve bürokratikleşme süreciyle birlikte kurumsal dinin tedrici olarak entelektüel ve sosyokültürel düzlemde önemini yitireceğini öngörmüştür. Literatürde modernleşme güçleri karşısında kurumsal dinin zemin kaybetmesini merkeze alan bu düşünsel yaklaşım zamanla sistematik bir çerçeve kazanarak sekülerleşme teorisi olarak formüle edilmiştir. Bununla birlikte bazı çalışmalarda sekülerleşme teorilerinin klasik sosyologların din kuramlarıyla ilişkisi göz ardı edilmektedir. Bu çalışma ise sekülerleşme teorilerinin büyük ölçüde klasik sosyologların din yaklaşımlarının izlerini taşıdığını ileri sürmektedir. Literatür taraması ve doküman incelemesi tekniğine dayanan çalışma, sosyolojinin kurucu babaları olarak kabul edilen Auguste Comte, Karl Marx, Emile Durkheim ve Max Weber’in din kuramlarını ele alarak onların iz ve yansımalarını güncel din ve sekülerleşme tartışmalarında görünür kılmayı amaçlamaktadır.Öğe Türü: Öğe , From battleground to intermediary: The conditions and limits of Iraq’s mediation diplomacy in the middle east(Afyon Kocatepe Üniversitesi, 25.09.2026) Gürler, Recep TayyipThis study examines the conditions under which Iraq can make a meaningful and sustainable contribution as a mediator in interstate disputes in the Middle East. To this end, it compares Iraq’s role in the Iran–Saudi Arabia dialogue, contacts involving Iran and Jordan and Iran and Egypt, and the attempted rapprochement between Türkiye and Syria in 2024. Methodologically, the study combines structured, focused case comparison with within-case chronological analysis, separately assessing diplomatic functions, observable effects, and the reliability of the evidence. It argues that Iraq’s comparative advantage lies in early-stage, facilitative mediation functions, including opening discreet channels, transmitting messages, sustaining exploratory contacts, and providing a platform acceptable to the parties. The effectiveness of this contribution depends on three conditions: the parties’ readiness to negotiate; Iraq’s simultaneous access to and relational acceptability among both sides; and the absence of domestic political obstruction that could undermine credibility and continuity. Active neutrality is treated not as an outcome of these conditions, but as an issue-specific diplomatic practice through which Iraq maintains functional relations with rival governments without fully aligning with any party. The comparative findings show that Iraq can facilitate entry into dialogue and confidence-building, but that diplomatic access alone is insufficient when evidence is limited, party readiness is low, or bargaining positions are incompatible. The study contributes empirically and conceptually to the literature on regional mediation by demonstrating that Iraq’s mediation capacity is stage-specific and that movement toward political settlement often requires stronger leverage or a more capable external sponsor.Öğe Türü: Öğe , Relationships of teacher’ perceived disciplinary and professional development barriers with self-efficacy and teaching practices(Afyon Kocatepe Üniversitesi, 13 Ocak 2026) Uslukaya, AlperThis study aims to examine the relationship between teacher’ perceived disciplinary, professional development barriers, teacher self-efficacy, and teaching practices. The research utilizes data from 8.342 teachers obtained from the TALIS 2018 Turkey dataset. A structural equation model based on Bayesian parameter estimation was developed to analyze the relationships between the variables. The findings revealed that teacher’ perceived disciplinary had no direct relationship with teaching practices. However, it was determined that this relationship is established indirectly through teacher self-efficacy. Furthermore, professional development barriers were found to moderate both the direct and indirect relationships (via teacher self-efficacy) between perceived classroom discipline problems and teaching practices. Indeed, it was determined that lower levels of professional development barriers strengthened these direct and indirect relationships. These results indicate that perceived classroom discipline problems can negatively impact teachers' self-efficacy, thereby indirectly harming teaching practices. Additionally, it is understood that these negative effects may be more pronounced in situations where professional development barriers are low. The study concludes by offering various recommendations for policymakers, educational practitioners, and researchers, based on the findings.Öğe Türü: Öğe , Teachers’ social network tendency and workplace friendship: A mixed-method study(Afyon Kocatepe Üniversitesi, 13 Ocak 2026) Yeşilbaş Özenç, Yasemin; Akyol, BertanThis study examines the relationship between teachers' social network tendencies and their perceptions of workplace friendships, employing a mixed-methods convergent parallel design. The study sample was determined using stratified sampling and consisted of 329 teachers working in various high school types (Anatolian, Vocational, Science, etc.) in the Efeler district of Aydın, Turkey. Data were collected via the Social Network Tendencies Scale, Workplace Friendship Scale, and semi-structured interviews with 28 teachers. Findings show that female teachers and those aged 51 and above report higher levels of social networking tendencies and workplace friendship. Teachers working in vocational high schools also score higher on both variables compared to those in other types of schools. Social network tendency was positively associated with workplace friendship (r=.549, p<.05). Qualitative results suggest that teachers prioritize personal traits, such as empathy, trust, and respect, over hierarchical status in their interactions. The research revealed that quantitative and qualitative findings support each other. The study recommends fostering a trust-based school culture and implementing concrete practices such as structured peer-mentoring to enhance teachers’ social interaction.Öğe Türü: Öğe , The evolution of educational policies for immigrant students in Turkey (2010–2025): A qualitative document analysis(Afyon Kocatepe Üniversitesi, 13 Ocak 2026) Doğutaş, AysunThis study examines the evolution of educational policies for immigrant and refugee students in Turkey between 2010 and 2025 through a qualitative document analysis of Ministry of National Education (MoNE) policy texts. The analysis reveals significant progress in guaranteeing access to education, especially following the influx of Syrian refugees, but also highlights persistent challenges related to policy implementation, assimilationist tendencies, and the temporality framing of refugee education. While access is broadly secured, deeper aspects of inclusive education—such as cultural recognition, multilingual support, and systemic equity—remain underdeveloped. The study situates these findings within critical policy analysis, integration theory, and inclusive education frameworks, emphasizing the gap between discursive commitments and operational realities. The paper concludes by recommending a shift toward long-term, rights-based inclusion strategies, stronger monitoring mechanisms, enhanced teacher training, and greater community engagement to foster equitable educational opportunities for refugee students in Turkey.
