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    Digital Dilemma in Teacher Training: Digital Well-Being and Internet Addiction
    (Int Soc Technology Education & Science-Istes, 2025) San, Ismail; Karadeniz, Derya; Karsak, Hanife Gulhan Orhan; Kara, Ahmet
    This study examines the relationship between teacher candidates' perceptions of digital well-being and internet addiction. With the widespread use of digital technologies, their negative effects on mental health are becoming increasingly significant. The study involved 146 teacher candidates from a state university in Turkey's Eastern Anatolia Region. Data were collected using the Digital Wellbeing Scale and the Internet Addiction Scale. Results show that teacher candidates generally have a medium-high level of digital well-being. Perceptions of digital well-being do not vary significantly based on factors like gender, place of residence, or where they access the internet. However, they are related to factors such as extracurricular activities and the frequency of online shopping. Internet addiction levels notably increase with internet use for entertainment, though no significant relationship was found between daily internet use and digital wellbeing. The study highlights the importance of developing digital literacy and selfcontrol skills to protect digital well-being and prevent internet addiction. Educational institutions should implement strategies to support prospective teachers' digital well-being and raise awareness on this issue. Future research is recommended to explore the relationship between digital literacy and internet addiction further.
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    Internet addiction of university students in the Covid-19 process
    (Cell Press, 2024) San, Ismail; Karsak, Hanife Gulhan Orhan; Izci, Eyup; Oncul, Kubra
    This study delves into the intricate dynamics of internet addiction among university students, leveraging a comprehensive quantitative approach to unravel the myriad factors influencing this modern-day malaise. Utilizing logistic regression analysis, this research delineates the predictive significance of Daily Internet Usage Time (DIUT) and Communicative Internet Use Frequency (CIUF) on the propensity for internet addiction, with the analysis substantiating these variables as potent predictors. The model elucidates a significant variance in internet addiction, affirming the complexity of internet addiction as influenced by a constellation of behavioral patterns. Amidst the backdrop of the COVID-19 pandemic's exacerbation of digital dependency, this investigation sheds light on the escalation of internet use to addictive levels, prompted by prolonged isolation and the pivot to online learning platforms. This study underscores the resultant educational and psychological ramifications, highlighting a surge in addiction and its associated detriments such as diminished academic performance, social isolation, and a deterioration in mental health. Comparison of these findings with existing literature reveals a nuanced understanding of internet addiction, characterised by the interaction between individual behaviours and broader socio-economic and psychological contexts, such as the duration of daily internet use and the frequency of communicative internet use. This synthesis argues for a holistic strategy to address internet addiction, emphasizing the need for educational interventions, improving digital literacy and promoting healthy digital habits. By pinpointing the multifaceted nature of internet addiction and its predictors within the university student demographic, this research contributes to the ongoing discourse on digital dependency, proposing a multidisciplinary approach to develop resilient academic environments and support systems. It underscores the urgent need for targeted research to identify predictive factors of internet addiction, thereby enabling the formulation of effective strategies and policies for mitigating its impact on students' academic and psychological well-being. This study not only captures the complexity of internet addiction but also provides critical insights crucial for developing informed educational strategies and interventions in the digital age.
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    Old habits die hard: Technology acceptance of teachers and police officers
    (Springer, 2025) Karsak, Hanife Gulhan Orhan; San, Sultan; San, Ismail
    The objective of this study is to compare the levels of acceptance of occupational technology among police officers and middle school teachers in the Eastern Anatolia region of Turkey. Analyses based on the UTAUT2 model evaluated the impact of demographic variables, including gender, occupation, age, and tenure, on technology acceptance processes. The study demonstrated that police officers exhibited markedly higher technology acceptance levels than teachers. This finding demonstrates the proclivity of both groups to adopt technology in their professional practices and the discrepancies in the utilisation of these technologies. The findings of the study demonstrate that demographic factors and occupational roles exert a considerable influence on technology acceptance, with these effects being shaped by a range of mediating variables, including perceptions of social interaction and organisational support. In particular, it is emphasized that habits and enabling conditions are important determinants of technology acceptance. By providing a comprehensive framework for understanding technology acceptance processes in educational and legal practice, the study establishes a foundation for future research to examine these processes in depth among different professional groups, especially in developing countries. The results emphasize the necessity for more comprehensive professional technology acceptance strategies and highlight the influence of various demographic and contextual factors on this process