Eğitimde Yapay Zekâ Araçlarının (YZ) Etik Kullanımının Sistematik İncelemesi

Year 2025, Volume: 18 Issue: 2, 385 - 412, 25.04.2025

Enes Küçük , Fidaye Cincil , Yasemin Karal

Abstract

Günümüzde gittikçe yaygınlaşan yapay zekâ teknolojisi eğitim-öğretim süreçlerini de etkilemektedir. Eğitim ortamlarında yapay zekâ araçlarının kullanılması öğretmen ve öğrencilere pek çok faydalar sağlamaktadır. Ancak, eğitimde yapay zekânın kullanımı birtakım etik sorunlar da doğurmaktadır. Bu çalışmanın amacı eğitim ortamlarında yapay zekâ araçlarının kullanımından doğan etik sorunları ortaya çıkarmaktır. Araştırmada “eğitim”, ‘‘yapay zekâ’’ ve ‘‘etik’’ kelimelerine akıllı öğrenme sistemleri (ILS), otomatik geri bildirim sistemleri (AFS), otomatik değerlendirme sistemleri (ASS), büyük veri (BD), öğrenme analitiği (LA), nesnelerin interneti (IoT), giyilebilir teknolojiler (wt), robot (r), derin öğrenme (dl) ve üretken yapay zekâ (GenAI) anahtar kelimeleri eklenerek Web Of Science, Google Scholar, Eric, Taylor & Francis, Springer, Psycinfo, Pubmed, Scopus, IEEE veri tabanlarında arama yapılmıştır. Araştırma sırasında erişilen 489 çalışmadan 20'si araştırma kapsamına dâhil edilmiştir. Çalışmaların yapay zekâ destekli bir sistem/araçla yürütülen, olası bir eğitim müdahalesinin etik boyutunu inceleyen ve çalışma grubu/örneklem içermesine dikkat edilmiştir. Çalışmalarda ortaya çıkan etik konular Ryan ve Stahl (2021) tarafından belirlenen etik çerçeve bağlamında incelenmiştir. Araştırma kapsamına alınan çalışmaların genel özellikleri, araştırma tasarımları, kullanılan teknolojiler ve ortaya çıkan etik konular sunulmuştur. Araştırmada, Ryan ve Stahl tarafından belirlenen etik çerçeve bağlamında sekiz ilkenin öğretmenler ve öğrenciler için endişe konusu olduğu belirlenmiştir.

Keywords

Yapay zeka araçları , eğitim , etik , sistematik inceleme

Systematic Review of the Ethical Use of Artificial Intelligence (AI) Tools in Education

Abstract

AI technology, which is becoming more widespread day by day, also affects education and training processes. The use of AI tools in educational environments provides many benefits to teachers and students. However, the use of AI in education also raises some ethical concerns. The aim of this study was to reveal the ethical issues arising from the use of AI in educational environments. The words "education", "artificial intelligence (AI)" and "ethics" were searched for in Web of Science, Google Scholar, Eric, Taylor & Francis, Springer, PsycINFO, PubMed, Scopus, IEEE, intelligent learning systems (ILS), automatic feedback systems (AFS), automatic assessment systems (ASS), big data (BD), learning analytics (LA), and the “internet of things (IoT)”. Further searches were made by adding the keywords “wearable technologies (WT)”, “robot (R)”, “deep learning (DL)” and “generative AI (GenAI)”. Twenty of the 489 studies accessed during the research were included in the scope of the research. Studies that were conducted with an AI-supported system/tools or that examined the ethical dimension of a possible educational intervention from the perspective of any study group/sample were included. Ethical issues arising in the studies were examined in the context of the ethical framework determined by Ryan and Stahl (2021). The general characteristics of the studies included in the scope of the research, research designs, technologies used and ethical issues that arise are presented. In the study, it was determined that eight principles in the context of the ethical framework determined by Ryan and Stahl were of concern for teachers and students.

Keywords

Artificial Intelligence Tools , education , ethics , systematic review

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