Geleceğin Eğiticileri Dijital Çağa Ne Kadar Hazır? Spor Eğitimi Öğrencilerinde YZ Okuryazarlığı ve 21. Yüzyıl Becerilerinin Kesişimi

Abstract

Öz: Bu araştırma, spor bilimleri fakültelerinde öğrenim gören üniversite öğrencilerinin yapay zekâ okuryazarlığı düzeyleri ile 21. yüzyıl becerilerine yönelik öz yeterlilik algıları arasındaki ilişkiyi incelemeyi amaçlamaktadır. İlişkisel tarama modeliyle yapılandırılan çalışmanın örneklemini Türkiye genelindeki çeşitli üniversitelerin Spor Bilimleri Fakültelerinde öğrenim gören 410 öğrenci oluşturmaktadır. Veri toplama aracı olarak, “Yapay Zekâ Okuryazarlığı Ölçeği” ve “21. Yüzyıl Becerileri Öz Yeterlilik Algısı Ölçeği” kullanılmıştır. Elde edilen veriler SPSS 26.0 programı ile analiz edilmiş; bağımsız örneklem t-testi, tek yönlü varyans analizi (ANOVA), Tukey HSD ve Spearman korelasyon testleri uygulanmıştır. Araştırma bulgularına göre, yapay zekâ okuryazarlığı ile 21. yüzyıl becerileri arasında pozitif yönde anlamlı bir ilişki bulunmuştur. Ayrıca bazı demografik değişkenler (yaş, sınıf ve bölüm) doğrultusunda anlamlı farklılıklar tespit edilmiştir. Bu sonuçlar, çağdaş öğretmen eğitiminde dijital okuryazarlığın ve 21. yüzyıl becerilerinin bütüncül olarak ele alınması gerektiğine işaret etmektedir. Eğitim fakültelerinde ve spor bilimleri programlarında bu yetkinliklerin sistematik biçimde geliştirilmesi, geleceğin eğiticilerini dijital çağa hazırlamada stratejik bir gereklilik olarak görülmelidir.

How Ready Are Future Educators for the Digital Age? The Intersection of AI Literacy and 21st Century Skills in Sports Education Students

Abstract

Abstract: This study aims to examine the relationship between artificial intelligence (AI) literacy levels and 21st-century skill self-efficacy perceptions among university students enrolled in faculties of sports sciences. Designed within the framework of a correlational survey model, the sample consists of 410 students from various departments in Faculties of Sports Sciences across Turkey. The data were collected using the "Artificial Intelligence Literacy Scale" and the "21st Century Skills Self-Efficacy Perception Scale." Data were analyzed using SPSS 26.0, employing independent samples t-test, one-way ANOVA, Tukey HSD, and Spearman correlation tests. The findings revealed a positive and statistically significant relationship between AI literacy and 21st-century skills. Additionally, significant differences were identified based on demographic variables such as age, class level, and department. These results underscore the necessity of integrating digital literacy and 21st-century competencies holistically in contemporary teacher education. Systematically developing these competencies within teacher training and sports sciences programs should be regarded as a strategic imperative to adequately prepare future educators for the digital era.

Keywords

• Artificial intelligence literacy
• 21st-century skills
• digital competence
• physical education
• pre-service teachers

References

1. Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development of a 21st-century skills and competences scale directed at teaching candidates: a validity and reliability study. Pamukkale University Journal of Education, 40(40), 160-175.
2. Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Papers, No. 41). OECD Publishing. https://doi.org/10.1787/218525261154
3. Anderson, L. W. (2008). 21st century skills: The challenges ahead. Educational Leadership, 66(2), 17–20. Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Digital technologies and learning in physical education: Pedagogical cases. Routledge.
4. Caz, Ç., & Yazıcı, Ö. F. (2025). The artificial ıntelligence literacy and ınternet attitudes of faculty of sport sciences students: an analysis of structural relationships, Anatolia Sport Research, 6(1), 19–29. http://dx.doi.org/10.29228/anatoliasr.79
5. Cemaloğlu, N., Arslangilay, A. S., Üstündağ, M. T., Bilasa, P. (2019). 21st century skills self-efficacy perceptions of vocational high school teachers, Journal of Kırşehir Education Faculty, 20(2), 845-874. https://doi.org/10.29299/kefad.2019.20.02.010
6. Cengiz, C., Güler, D., Güler, Y., & Tuncel, S. (2023). The Effect of Design thinking on the creative thinking of physical education and sports teachers. African Educational Research Journal, 11(1), 56-63.
7. Dede, C. (2010). Comparing frameworks for 21st century skills. In J. A. Bellanca & R. S. Brandt (Eds.), 21st century skills: Rethinking how students learn. Solution Tree Press.
8. Duran, R. L., Yousman, B., Walsh, K. M., & Longshore, M. A. (2008). Holistic Media Education: An Assessment of the Effectiveness of a College Course in Media Literacy. Communication Quarterly, 56(1), 49-68. https://doi.org/10.1080/01463370701839198

9. Edginton, C. R., Chin, M., & Demirhan, G. (2010). Physical education and health: towards a new global consensus. Journal of Sport Sciences, 21(3), 122–128
10. Fekete, I. (2025). Investigating individual differences in AI literacy among university learners. Cultures and Communities. https://doi.org/10.13140/RG.2.2.14206.91201
11. GoFPEP. (2010, October). Global conference on physical education pedagogy 2010: 21st century learning for 21st century learners. Norwegian School of Sport Sciences. http://gofpep2010.org/documents/finalreport.pdf
12. Gordon, J., Halász, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., & Tognatti, E. (2009). Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education. European Commission. http://dx.doi.org/10.2139/ssrn.1517804
13. Gömleksiz, M. N., Sinan, A. T., & Döner Doğan, F. (2019). Perceptions of prospective teachers of turkish, turkish language and literature and contemporary turkish dialects of the 21st century skills and competences, International Journal of Euroasian Researches, 7(19), 163-185. https://doi.org/10.33692/avrasyad.628236
14. Güler, Y., & Tuncel, F. (2022). Perceptions of physical education and sports pre-servı̇ce teachers' self-efficiency on 21st century skills SPORMETRE, 20(1), 70-81 https://doi.org/10.33689/spormetre.981738
15. Halász, G., & Michel, A. (2011). Key competences in europe: ınterpretation, policy formulation and implementation, European Journal of Education, 46(3), 289–306. https://doi.org/10.1111/j.1465-3435.2011.01491.x
16. Kalemkuş, F., & Özek, M. B. (2021). Research trends of the 21th century skills: 2000-2020 (January). MANAS Journal of Social Research, 10(2), 878-900.https://doi.org/10.33206/mjss.774848
17. Karabacak, S. (2023). Beden eğitimi öğretmen adaylarının yapay zekâ uygulamalarına yönelik tutumları ile akademik öz yeterlik algıları arasındaki ilişkinin incelenmesi [Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi]. YÖK Ulusal Tez Merkezi.
18. Karacan Doğan, P., Doğan, İ., & Çetinkayalı, G. (2023). Examining the relationship between sports sciences students' attitudes towards artificial ıntelligence and job finding anxiety, Yalova University Journal of Sports Sciences, 2(3), 174–185.
19. Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2023). Adaptation of artificial intelligence literacy scale into Turkish. Information and Communication Technologies Journal, 5(2), 172-190.
20. Levy, F., & Murnane, R. J. (2004). The new division of labor: How computers are creating the next job market. Princeton University Press.
21. Long, D., & Magerko, B. (2020, 23-30 April). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, Honolulu, USA, Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727
22. Mangiduyos, G. P., & Subia, G. S. (2021). Twenty-first (21st) century skills of College of Education alumni, Open Journal of Social Sciences, 9(9), 330–337. https://doi.org/10.4236/jss.2021.99024
23. Mansoor, H. M., vd. (2024). Artificial intelligence literacy among university students—A comparative transnational survey, Frontiers in Communication 9, 1478476. https://doi.org/10.3389/fcomm.2024.1478476
24. Mills, K., Ruiz, P., & Lee, K. (2024). Revealing an aı literacy framework for learners and educators. Digital Promise (Blog) https://digitalpromise.org/2024/02/21/
25. Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching, Phi Delta Kappan, 94(2), 8–13. https://doi.org/10.1177/003172171209400203
26. Sari, D. K., Supahar, & Rosana, D. (2023). Measuring artificial intelligence literacy: The perspective of Indonesian higher education students. Journal of Pedagogical Research, 9(2), 143-157 https://doi.org/10.33902/JPR.202531879
27. Savaş, B. Ç., Turan, M., & Tatlısu, B. (2023). Examination of artificial intelligence anxiety of students studying at the faculty of sport sciences based on different variables. In M. N. Çınar & A. Korkmaz (Eds.), Digital Addiction: Communication Suggestions for Digital Addicts (Chapter 9, pp. 169–186). İKSAD Publishing.
28. Tavşancıl, E. (2014). Measurement of attitudes and data analysis with SPSS. Nobel Academic Publishing.
29. Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competences. Educational Research Review, 7(3), 107–121. https://doi.org/10.1080/00220272.2012.668938
30. Yalız Solmaz, D., & Güven, G. (2023). Physical education and sports teacher candidates' 21st century skills competence perceptions. Çanakkale Onsekiz Mart University Journal of Sport Sciences, 6(3), 25-39.
31. Zhang, D., Wijaya, T. T., Wang, Y., Su, M., Li, X., & Damayanti, N. W. (2025). Exploring the relationship between AI literacy, AI trust, AI dependency, and 21st century skills in preservice mathematics teachers. Scientific Reports, 15(1), 14281. https://doi.org/10.1038/s41598-025-99127-0