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Article Citation - WoS: 1Citation - Scopus: 1Reducing AI Plagiarism Through Assessment of Higher-Order Cognitive Skills(Routledge Journals, Taylor & Francis Ltd, 2025) Toker, Sacip; Akgun, MahiThis study examines whether assessments focused on higher-order cognitive skills can help reduce AI-driven plagiarism in educational settings. A total of 123 participants completed three tasks of increasing complexity, aligned with Bloom's taxonomy, across four groups: control, e-textbook, Google, and ChatGPT. Results from repeated-measures ANOVA revealed that both similarity scores and AI plagiarism percentages significantly declined as task complexity increased (p < .01). The ChatGPT group initially exhibited the highest AI plagiarism rates during lower-order tasks, but their performance improved on higher-order tasks requiring analysis, evaluation, and creation. These findings highlight a clear distinction between similarity scores and AI plagiarism detection, emphasising the need for combined evaluation methods. Overall, the study demonstrates that designing assessments to foster higher-order thinking offers an effective strategy for minimising plagiarism associated with generative AI tools, providing practical implications for academic integrity policies and instructional design.Article Moocs and Economic Disadvantage: a Path Analysis of 3.5 Million Mitx Learners(Routledge Journals, Taylor & Francis Ltd, 2025) Cagiltay, Nergiz Ercil; Toker, Sacip; Cagiltay, KursatMassive Online Open Courses (MOOCs) are offered by universities and companies to provide quality education to anyone, anyplace and at any time. The impact of economic disadvantage on these courses has not been fully explored despite several studies. This study aimed to investigate the impact of country's income level on the success of 3,523,692 learners from 204 countries enrolled in 174 MITx MOOCs. The countries were classified as low- and lower-middle-income (L&LM) or high- and upper-middle-income (H&UM). A structural equation modelling with multigroup analysis conducted. The findings revealed that learners in the L&LM group performed better academically. Completion rates were 66% for L&LM and 25% for H&UM, and certification rates were 95% for L&LM and 99% for H&UM. This shows that L&LM learners may be more motivated because they believe MOOCs might help their careers. These results are essential for creating MOOCs that fit diverse learner demographics.