Akademik Veri Yönetim Sistemi
EGOV-CeDEM-ePart conference,, Krems, Avusturya, 31 Ağustos - 04 Eylül 2025, ss.1-12, (Tam Metin Bildiri)
In Türkiye, Science and Art Centers (BİLSEM) enhance digital literacy and cultivate the unique talents of gifted students, selected based on exceptional qualities. BİLSEMs are dedicated educational centers focused on enhancing the learning journeys of talented students in the arts and sciences through technology-driven, individualized programs that complement formal education. It is crucial to examine digital competencies and the digital divide relating to these institutions. Researchers observe discrepancies in permanent teacher employment and the availability of technical equipment across BİLSEMs. This inconsistency creates disparities in establishing technology-integrated learning environments. Literature has limited studies on BİLSEMs. It links the digital divide and competencies with a notable absence of studies integrating organisational digital competencies and technology leadership characteristics within specialized educational institutions.
In response to this challenge, this project funded by the Scientific and Technological Research Council of Turkey (TUBITAK), titled “The Impact of Digital Competencies for Mitigating the Digital Gap: School Principals’ Technology Leadership Competencies and Organisations’ Digital Competencies in Science and Art Centers,” runs from 2024-2026. The project team includes practitioners and academics representing the first phase of our research. After completion, we aim to engage in international projects on additional dimensions from literature, like teacher competencies and course content production, collaborating with the existing team and forming new partnerships to cultivate citizens with digital competencies.
This project clarifies the technology leadership competencies of BİLSEMs' principals and their organisations' digital competencies through exploratory research. Due to the lack of findings in existing literature, a critical assessment of this research's results is not possible. A mixed-methods approach involves interviewing principals from selected BİLSEMs to evaluate their digital capabilities. Data will be analyzed through phenomenological inquiry and analytical comparison. Furthermore, principals' technology leadership competencies will be assessed using quantitative scales from teachers. Data collection for both parts will be conducted independently. As an output, a policy brief will address the digital divide in BİLSEMs, focusing on differences in digital competencies and leadership.
The portion slated for presentation at this conference will discover the reflections of the interviews conducted with ten (10) principals from BİLSEMs about their institutions' organisational digital competencies within the framework of our integrated project. Methodologically, phenomenological inquiry was conducted. Four key elements concerning the digital divide, particularly within the Turkish context, have been considered: First, campaigns aimed at supporting access to technological devices and providing opportunities for open access to software. Second, government support for disadvantaged groups, particularly concerning digital inclusiveness and access to technology. Third, promoting inclusion regarding access and participation in digital services, specifically within public service sectors. Fourth, the assurance of effective and appropriate usage of digital services.
An analytical comparison approach was employed to interpret data, performed using the licensed version of MaxQDA 2024. In line with the nature of the approach, the content analysis method was executed to interpret the data.
This study will provide a partial evaluation and open a new avenue for comprehensive discussion. It will clarify the underlying factors causing the digital divide and the organisational digital competency challenges faced by BİLSEMs