Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/11147/7148
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Article Planning Competencies and Transformative Pedagogy for Sustainable Development(Pergamon-Elsevier Science Ltd, 2025) Bafarasat, Abbas Ziafati; Baker, Mark; Cheshmehzangi, Ali; Goodspeed, Robert; Scott, Mark; Sharifi, Ayyoob; Katsigianni, XeniaUnderstood as "a means by which society decides collectively what urban [and rural] change should be like and tries to achieve that vision by a mix of means.", there is broad consensus that planning should fully incorporate the notion of sustainable development. Planners have a critical role in envisioning and driving local transitions to sustainable development. This requires transforming what planners learn and how they learn in higher education. This study is the first to identify a set of planning competencies for sustainable development. It proposes in three areas planning competencies for sustainable development, including (a) knowledge to understand human settlements, (b) skills to plan sustainable settlements, and (c) values to stand for sustainable communities. Following a conceptual analysis of transformative pedagogy as a superior theoretical approach to teaching for sustainable development, this study is also the first to identify types of transformative learning activities, including (1) unlearning- relearning activities, (2) learning through new experiences, and (3) ill-structured problem solving. The study therefore makes original contributions to both planning and education literature, in addition to its interdisciplinary methodological contribution through an original design of 'framing andArticle Citation - WoS: 52Citation - Scopus: 61Factors Influencing Student Information Technology Adoption(Institute of Electrical and Electronics Engineers, 2023) VanDerSchaaf, Hans P.; Daim, Tuğrul U.; Başoğlu, Ahmet NuriInnovating service delivery in higher education by leveraging technology is central to supporting goals of transforming higher education to center on the needs of today's students. Aligned with these goals, this article identifies key determinants of student information technology adoption. Using a mixed-methods and empirical approach based on the Unified Theory of Acceptance and Use of Technology (UTAUT), a web-based survey was administered to undergraduate students at a public university in the Western United States to learn about their experiences with a web-based digital services platform (native mobile app and website), that aids students in accessing services and resources critical to maintaining their enrollment. Structural Equation Modeling, including Principal Components Analysis, was used to analyze 1841 valid survey responses and derive statistical results. The findings suggest that effort expectancy and social influence stand out as critical influences on behavioral intention to adopt the software for accessing university services, and new to UTAUT, that social influence and a students’ basic technology skills are significant determinants of effort expectancy. This article makes unique contributions to the research literature. It applies UTAUT to a higher education context to help explain the critical determinants of the adoption of software for accessing university services. It also provides insights for how UTAUT can be applied in the university setting and offers suggestions for enhancing UTAUT. IEEE