{"id":25237,"date":"2025-09-03T08:52:51","date_gmt":"2025-09-03T06:52:51","guid":{"rendered":"https:\/\/is.ijs.si\/?p=25237"},"modified":"2025-12-11T09:28:42","modified_gmt":"2025-12-11T08:28:42","slug":"good-practices-of-ai-use-case-studies-from-turkiye","status":"publish","type":"post","link":"https:\/\/is.ijs.si\/?p=25237","title":{"rendered":"Good Practices of AI Use: Case Studies from T\u00fcrkiye"},"content":{"rendered":"\n<p>\u0130pek Burcu Oru\u00e7o\u011flu\u2020, Tuncer Can, \u0130rfan \u015eim\u015fek<\/p>\n\n\n\n<p><strong>Abstract<\/strong><br>This paper presents three AI-supported good practices developed<br>in T\u00fcrkiye as part of the AI-Enable Erasmus+ project illustrating<br>how artificial intelligence can support inclusive education in<br>higher education. The practices were created during exploration<br>workshops at Istanbul University-Cerrahpa\u015fa with the<br>involvement of academic staff and students. They focus on<br>diverse areas, including academic writing support, inclusive<br>language teaching materials, and accessible video content. The<br>cases demonstrate that low-cost, open-access AI tools can be<br>effectively used in pedagogical contexts to enhance digital<br>creativity and address diverse learner needs. Participants<br>reported increased confidence, engagement, and awareness of<br>inclusive practices. However, challenges such as internet access,<br>language limitations of tools, copyright concerns, and the need<br>for ethical guidance were also noted. Overall, the findings show<br>that the meaningful use of AI in inclusive education depends not<br>only on technology itself but also on pedagogical design, ethical<br>implementation, and institutional support.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/is.ijs.si\/wp-content\/uploads\/2025\/09\/digin.4.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of digin.4.\"><\/object><a id=\"wp-block-file--media-29a4d634-e12f-4a63-810d-aa4017fb359a\" href=\"https:\/\/is.ijs.si\/wp-content\/uploads\/2025\/09\/digin.4.pdf\">digin.4<\/a><a href=\"https:\/\/is.ijs.si\/wp-content\/uploads\/2025\/09\/digin.4.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-29a4d634-e12f-4a63-810d-aa4017fb359a\">Download<\/a><\/div>\n","protected":false},"excerpt":{"rendered":"<p>\u0130pek Burcu Oru\u00e7o\u011flu\u2020, Tuncer Can, \u0130rfan \u015eim\u015fek AbstractThis paper presents three AI-supported good practices developedin T\u00fcrkiye as part of the AI-Enable Erasmus+ project illustratinghow artificial intelligence can support inclusive education inhigher education. The practices were created during explorationworkshops at Istanbul University-Cerrahpa\u015fa with theinvolvement of academic staff and students. They focus ondiverse areas, including academic writing support, inclusivelanguage teaching materials, and accessible video content. Thecases demonstrate that low-cost, open-access AI tools can beeffectively used in pedagogical contexts to enhance digitalcreativity and address diverse learner needs. Participantsreported increased confidence, engagement, and awareness ofinclusive practices. However, challenges such as internet access,language limitations of tools, copyright concerns, and the needfor ethical guidance were also noted. Overall, the findings showthat the meaningful use of AI in inclusive education depends notonly on technology itself but also on pedagogical design, ethicalimplementation, and institutional support.<\/p>\n","protected":false},"author":29,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[119,102],"tags":[],"class_list":["post-25237","post","type-post","status-publish","format-standard","hentry","category-doi-digin-2025","category-papers"],"_links":{"self":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts\/25237","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/users\/29"}],"replies":[{"embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=25237"}],"version-history":[{"count":2,"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts\/25237\/revisions"}],"predecessor-version":[{"id":26254,"href":"https:\/\/is.ijs.si\/index.php?rest_route=\/wp\/v2\/posts\/25237\/revisions\/26254"}],"wp:attachment":[{"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=25237"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=25237"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/is.ijs.si\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=25237"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}