Almanca Öğretmeni Adaylarının Yapay Zeka Okuryazarlık Düzeylerinin Belirlenmesi

Abstract

Yapay Zekâ (YZ) teknolojileri son yıllarda eğitim dâhil birçok alanda önemli etkiler yaratmıştır. Özellikle yabancı dil öğretimi, ChatGPT, Gemini ve Bing gibi YZ araçlarının yaygınlaşmasıyla hızlı değişim ve dönüşüme uğramaktadır. Bu teknolojilerin etkili ve doğru biçimde kullanılabilmesi için bireylerin YZ okuryazarlık düzeylerinin yeterli olması gerekmektedir. Bu çalışma, Almanca öğretmen adaylarının YZ okuryazarlık düzeylerini belirlemeyi ve bu düzeyleri cinsiyet, yaş, sınıf düzeyi gibi değişkenler açısından incelemeyi amaçlamaktadır. Araştırma, Trakya Üniversitesi öğrenim gören 1., 2., 3. ve 4. sınıf Almanca öğretmen adaylarından oluşan 75 kişilik bir örneklemle yürütülmüştür. Nicel bir yöntem olarak karşılaştırmalı betimsel tarama modeli kullanılmıştır. Veriler, Polatgil ve Güler (2023) tarafından Türkçeye uyarlanan “Yapay Zekâ Okuryazarlığı Ölçeği” ile toplanmış ve SPSS programı aracılığıyla analiz edilmiştir. Bulgular, öğretmen eğitimi programlarında YZ’nin entegrasyonu, dijital materyal geliştirme ve sürdürülebilir pedagojik amaçlılık açısından çoklu katkılar sunmaktadır.

Keywords

• Yapay Zekâ
• YZ Okuryazarlığı
• Almanca Öğretmen Adayları
• Yabancı Dil Eğitimi

Determination of Artificial Intelligence Literacy Levels of German Language Teacher Candidates

Abstract

In recent years, artificial Intelligence (AI) technologies have had a significant impact on many areas, including education. Foreign language teaching, in particular, is undergoing rapid change and transformation with the spread of AI tools such as ChatGPT, Gemini, and Bing. In order for these technologies to be used effectively and correctly, individuals must have sufficient AI literacy. This study aims to determine the AI literacy levels of German teacher candidates and to examine these levels in terms of variables such as gender, age, and class level. The research was conducted with a sample of 75 German teacher candidates from the 1st, 2nd, 3rd, and 4th grades at Trakya University. A comparative descriptive survey model was used as a quantitative method. Data were collected using the “Artificial Intelligence Literacy Scale” adapted into Turkish by Polatgil and Güler (2023) and analyzed using the SPSS program. The findings offer multiple contributions in terms of AI integration in teacher education programs, digital material development, and sustainable pedagogical purposefulness.

Keywords

• Artificial Intelligence
• AI Literacy
• Prospective German Teachers
• Foreign Language Education

References

1. Celik, A., & Yilmaz, H. (2022). Investigating AI literacy levels in teacher candidates: A comparative study. International Journal of Educational Technology, 1(1), 1–15. https://doi.org/10.70290/ijeti.v1i1.100
2. Chiu, Y.-C., & Sun, L.-H. (2021). Challenges in AI literacy education for language teachers. Educational Technology Research and Development. Advance online publication.
3. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
4. Cuomo, S., Biagini, G., & Ranieri, M. (2022). Artificial intelligence literacy, che cos’è e come promuoverla. Dall’analisi della letteratura ad una proposta di framework. Media Education, 13(2), 161–172.
5. Çelebi, C., Demir, U., & Karakuş, F. (2023). Yapay zekâ okuryazarlığı konulu çalışmaların sistematik derleme yöntemiyle incelenmesi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(2), 535–560.
6. Darancik, Y., Kaçar, E., & Sezik, A. (2025). AI anxiety and awareness of German teacher candidates. Education and Information Technologies, 1–21.
7. Doğruer, S., & Tuğlu, Y. (2024). Artificial intelligence in language education in Türkiye: Potential challenges. Trakia Journal of Sciences, 22(1), 87–94.
8. Elcicek, M. (2024). A study on students’ artificial intelligence (AI) literacy. Journal of Information and Communication Technologies, 6(1), 24–35.

9. Erdoğdu, F., & Çakır, O. (2024). Öğretmen adaylarının yapay zekâ okuryazarlıklarının ve yapay zekâya ilişkin algılarının belirlenmesi. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 9(2), 63–95.
10. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
11. Holmes, W., Tuomi, I., & Zhang, S. (2022). Educating teachers in the age of AI: What’s now and what’s next? Journal of Technology and Teacher Education, 30(2), 123–140.
12. Johnson, B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications.
13. Karasar, N. (2008). Bilimsel araştırma yöntemi: Kavramlar–ilkeler–teknikler. Ankara: Nobel Yayın Dağıtım.
14. Kelley, M., & Wenzel, T. (2025). Advancing artificial intelligence literacy in teacher education through professional partnership inquiry. Education Sciences, 15(6), 659-671.
15. Kong, S. C., Cheung, W. M. Y., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds. Computers and Education: Artificial Intelligence, 2, 1–12.
16. Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, Article 100101.
17. Lee, J., & Kim, Y. (2021). Artificial intelligence literacy of pre-service teachers in South Korea. Asia-Pacific Journal of Teacher Education, 49(4), 421–435.
18. Li, C., Lu, G., & He, X. (2023). Measuring artificial intelligence literacy of pre-service teachers at a university in Northwest China. In Proceedings of the 2023 Twelfth International Conference of Educational Innovation through Technology (EITT) (pp. 100–105). IEEE.
19. Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–16). Association for Computing Machinery.
20. Lu, X., Li, C., & Zhou, M. (2022). Artificial intelligence applications in foreign language education: A review. Computer Assisted Language Learning, 35(8), 1–25.
21. Ng, D. T. K., Su, J., Leung, J. K. L., & Chu, S. K. W. (2024). Artificial intelligence (AI) literacy education in secondary schools: A review. Interactive Learning Environments, 32(10), 6204–6224.
22. Özden, M., Yaşar, F. Ö., & Meydan, E. (2025). The relationship between pre-service teachers’ attitude towards artificial intelligence (AI) and their AI literacy. Pegem Journal of Education and Instruction, 15(3), 121–131.
23. Polatgil, M., & Güler, A. (2023). Yapay Zekâ Okuryazarlığı Ölçeğinin Türkçe’ye Uyarlanması: Adaptation of Artificial Intelligence Literacy Scale into Turkish. Sosyal Bilimlerde Nicel Araştırmalar Dergisi, 3(2), 99–114.
24. Rachbauer, T., Graup, J., & Rutter, E. (2025). Digital literacy and artificial intelligence literacy in teacher training. Forum for Education Studies, 3(1), 1842.
25. Rütti-Joy, O., Winder, G., & Biedermann, H. (2023). Building AI literacy for sustainable teacher education. Zeitschrift für Hochschulentwicklung, 18(4), 175–189.
26. Seif Eldin, A. (2024). Using artificial intelligence in EFL teacher education programs. Sustainability Education Globe, 2(1), 26–35.
27. Şentürk, R. (2023). Die Rolle künstlicher Intelligenz beim Deutsch als Fremdsprachenlernen: Eine Untersuchung am Beispiel von ChatGPT. Diyalog – Interkulturelle Zeitschrift für Germanistik, 11(2), 405–430.
28. Şentürk, R., & Göktaş, S. A. (2024). Determining the metaphorical perceptions of German teacher candidates regarding the concept of artificial intelligence. International Journal of Educational Spectrum, 6(2), 322–350.
29. Singh, V., & Ram, S. (2024). Impact of artificial intelligence on teacher education. Shodh Sari – An International Multidisciplinary Journal, 2(1), 1–10.
30. Sperling, K., Stenberg, C. J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 5, Article 100169.
31. Stolpe, K., & Hallström, J. (2024). Artificial intelligence literacy for technology education. Computers and Education Open, 6, Article 100159.
32. Tenório, K., Olari, V., Chikobava, M., & Romeike, R. (2023). Artificial intelligence literacy research field: A bibliometric analysis from 1989 to 2021. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education (Vol. 1, pp. 1083–1089). Association for Computing Machinery.
33. Vazhayil, A., Shetty, R., Bhavani, R. R., & Akshay, N. (2019). Focusing on teacher education to introduce AI in schools: Perspectives and illustrative findings. In 2019 IEEE Tenth International Conference on Technology for Education (T4E) (pp. 71–77). IEEE.
34. Wang, B., Rau, P.-L. P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324–1337.
35. Wulff, N., Häusler, A., & McGury, S. (2024). Künstliche Intelligenz beim wissenschaftlichen Arbeiten: Eine Befragung von DaF-und Germanistik-Studierenden national und international. KONTEXTE: Internationales Journal Zur Professionalisierung in Deutsch Als Fremdsprache, 2(2), 52-72.
36. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39.