Uluslararası Öğrencilerin Uyum Süreçlerinde Yapay Zekâ Kullanımı: Nitel Bir İnceleme

Abstract

Yapay zekâ teknolojilerinin hızla gelişmesi ve yükseköğretimde yaygınlaşması, bu araçların eğitim süreçlerinde nasıl bir rol oynadığı sorusunu görünür kılmaktadır. Özellikle, eğitimlerini kendi ülkeleri dışında sürdüren ve çeşitli uyum sorunlarıyla karşılaşabilen uluslararası öğrencilerin, yapay zekânın yaygınlaştığı bir akademik ortamda bu süreci nasıl deneyimledikleri önemli bir araştırma alanı olarak öne çıkmaktadır. Bu çalışma, uluslararası öğrencilerin yapay zekâ araçlarını kullanım deneyimlerinin onların uyum süreçlerine etkisini incelemeyi amaçlamıştır. Bu kapsamda, Türkiye’de öğrenim gören çeşitli ülkelerden 11 uluslararası öğrenciyle bireysel görüşmeler yapılmıştır. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Analiz sonucunda üç ana temaya ulaşılmıştır: (1) Uluslararası öğrencilerin uyum sürecindeki deneyimleri, (2) yapay zekâ araçlarının uyum sürecine etkisi ve (3) gelecekte yapay zekâ kullanımı. Araştırma bulguları, katılımcıların yapay zekâ araçlarını yalnızca akademik başarı veya dil gelişimi için değil; aynı zamanda sosyal çevre edinme, kültürel bilgiye erişim ve duygusal destek gibi alanlarda da faydalı bulduklarını ortaya koymaktadır. Bu yönüyle çalışma, yapay zekâ araçlarının uluslararası öğrencilerin çok boyutlu uyum süreçlerini desteklemede önemli bir potansiyele sahip olduğunu göstermekte ve yükseköğretim kurumları, eğitimciler ve politika yapıcılar başta olmak üzere ilgili paydaşlara yönelik çeşitli öneriler sunmaktadır.

Keywords

• Uluslararası Öğrenciler
• Yapay Zeka
• Uyum Süreci
• Eğitim
• Yükseköğretim Kurumları

The Use of Artificial Intelligence in International Students’ Adaptation Processes: A Qualitative Study

Abstract

The rapid advancement and widespread adoption of artificial intelligence (AI) technologies in higher education has made visible the question of what role these tools play in educational processes. In particular, international students, who study outside their home countries and often face various adaptation challenges, are uniquely positioned in this evolving academic environment shaped by AI. This study aims to examine how international students’ experiences with AI tools influence their adaptation processes. In this context, individual interviews were conducted with 11 international students from different countries, studying in Türkiye. The data obtained were analyzed through content analysis. As a result of the analysis, three main themes were identified: (1) international students’ experiences during the adaptation process, (2) the role of AI tools on the adaptation process, and (3) future use of AI. The findings indicate that participants found AI tools beneficial not only for academic success and language development but also in areas such as establishing social networking, accessing cultural information, and receiving emotional support. In this respect, the study highlights the significant potential of AI tools in supporting the multifaceted adaptation processes of international students and offers several recommendations for key stakeholders, including higher education institutions, educators, and policymakers.

Keywords

• AI
• Adaptation Process
• Education
• Higher Education Institutions
• International Students

References

1. Akanwa, E. E. (2015). International students in Western developed countries: History, challenges, and prospects. Journal of International Students, 5(3), 271–284. https://doi.org/10.32674/jis.v5i3.421
2. Al-Khatib, A., & Kağnıcı, D. Y. (2023). The effect of culture-based adjustment program on international students’ adaptation. Journal of International Students, 13(4), 115–134. https://www.ojed.org/jis/article/view/5683
3. Almaleki, W. S. (2020). Saudi international students’ perceptions of the utility of artificial intelligence and intelligent personal assistant tools in EFL learning [Unpublished doctoral dissertation]. Concordia University.
4. Baklashova, T. A., & Kazakov, A. V. (2016). Challenges of international students’ adjustment to a higher education institution. International Journal of Environmental and Science Education, 11(8), 1821–1832. https://doi.org/10.12973/ijese.2016.557a
5. Benuyenah, V., & Dewnarain, S. (2024). Students’ intention to engage with ChatGPT and artificial intelligence in higher education business studies programmes: An initial qualitative exploration. International Journal of Distance Education Technologies, 22(1), 1–21. https://doi.org/10.4018/IJDET.348061
6. Calikoglu, A. (2018). International student experiences in non-native English-speaking countries: Postgraduate motivations and realities from Finland. Research in Comparative & International Education, 13(3), 439–456. https://doi.org/10.1177/1745499918791362
7. Carrica-Ochoa, S., & Brownb, E. J. (2024). Latin American university exchange students’ experiences with intercultural sensitivity development: The role of emotions. Journal of International Students, 14(5), 85–107. https://doi.org/10.32674/pm1f2v34
8. Chapman, E., & Smith, J. A. (2002). Interpretative phenomenological analysis and the new genetics. Journal of Health Psychology, 7(2), 125–130. https://doi.org/10.1177/1359105302007002397

9. Cho, C., & Ofosu-Anim, D. (2025). Exploring international students’ perceptions of adopting generative artificial intelligence (GenAI) technologies in learning. Social Sciences & Humanities Open, 11, 1–7. https://doi.org/10.1016/j.ssaho.2025.101418
10. Colchester, K., Hagras, H., Alghazzawi, D., & Aldabbagh, G. (2017). A survey of artificial intelligence techniques employed for adaptive educational systems within e-learning platforms. Journal of Artificial Intelligence and Soft Computing Research, 7(1), 47–64. https://doi.org/10.1515/jaiscr-2017-0004
11. David, N. (2024). AI-powered virtual assistant solution for supporting international students [Unpublished master’s thesis]. Haaga-Helia University.
12. Elturki, E., Liu, Y., Hjeltnes, J., & Hellmann, K. (2019). Needs, expectations, and experiences of international students in a pathway program in the United States. Journal of International Students, 9(1), 192–210. https://doi.org/10.32674/jis.v9i1.274
13. Ertel, W. (2018). Introduction to artificial intelligence. Springer. https://doi.org/10.1007/978-3-319-58487-4
14. Forbes-Mewett, H., & Nyland, C. (2008). Cultural diversity, relocation, and the security of international students at an internationalised university. Journal of Studies in International Education, 12(2), 181–203. https://doi.org/10.1177/1028315307308136
15. Jie, A. L., & Kamrozzaman, N. A. (2024). The challenges of higher education students face in using artificial intelligence (AI) against their learning experiences. Open Journal of Social Sciences, 12, 362–387. https://doi.org/10.4236/jss.2024.1210025
16. Kağnıcı, D. Y. (2017). School counselors’ roles and responsibilities in cultural adaptation process of Syrian refugee children. Elementary Education Online, 16(4), 1768–1776. https://doi.org/10.17051/ilkonline.2017.342990
17. Kelly, A., Sullivan, M., & Strampel, K. (2023). Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines. Journal of University Teaching & Learning Practice, 20(6), 1-16. https://doi.org/10.53761/1.20.6.12
18. Kuo, Y. H. (2011). Language challenges faced by international graduate students in the United States. Journal of International Students, 1(2), 38–42. https://doi.org/10.32674/jis.v1i2.551
19. Malay, E. D., Otten, S., & Coelen, R. J. (2023). Predicting adjustment of international students: The role of cultural intelligence and perceived cultural distance. Research in Comparative & International Education, 18(3), 485–504. https://doi.org/10.1177/17454999231159469
20. Martirosyan, N. M., Bustamante, R. M., & Saxon, D. P. (2019). Academic and social support services for international students: Current practices. Journal of International Students, 9(1), 172–191. https://doi.org/10.32674/jis.v9i1.275
21. Obenza, B. N., Salvahan, A., Rios, A. N., Solo, A., Alburo, R. A., & Gabila, R. J. (2024). University students' perception and use of ChatGPT: Generative artificial intelligence (AI) in higher education. International Journal of Human Computing Studies, 5(12), 5–18. https://ssrn.com/abstract=4724968
22. Oduwaye, O., Kiraz, A., & Sorakin, Y. (2023). A trend analysis of the challenges of international students over 21 years. SAGE Open, 13(4), 1–14. https://doi.org/10.1177/21582440231210387
23. Özer, M. (2024). Potential benefits and risks of artificial intelligence in education. Bartın University Journal of Faculty of Education, 13(2), 232–244. https://doi.org/10.14686/buefad.1416087
24. Pyvis, D., & Chapman, A. (2005). Culture shock and the international student ‘offshore’. Journal of Research in International Education, 4(1), 23–42. https://doi.org/10.1177/1475240905050289
25. Rodríguez, C., Chavez, C. R., & Klauber, C. (2019). International graduate student challenges and support. International Research and Review, 8(2), 49–64.
26. Sato, T., Miller, R. T., Rakwal, R., Tomura, T., & Fukasawa, K. (2024). International graduate students’ campus and social adjustment experiences at a Japanese university. Multicultural Learning and Teaching, 19(1), 91–110. https://doi.org/10.1515/mlt-2022-0011
27. Schei, O. M., Møgelvang, A., & Ludvigsen, K. (2024). Perceptions and use of ai chatbots among students in higher education: A scoping review of empirical studies. Education Sciences, 14(8), 922. https://doi.org/10.3390/educsci14080922
28. Shrestha, Y. N. (2023). International students support services in Novia University of Applied Sciences [Unpublished master’s thesis]. Novia University.
29. Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1), 31–40. https://doi.org/10.37074/jalt.2023.6.1.17
30. von Garrel, J., & Mayer, J. (2023). Artificial intelligence in studies—use of ChatGPT and ai-based tools among students in Germany. Humanities and Social Sciences Communications, 10, 1–9. https://doi.org/10.1057/s41599-023-02304-7
31. Wang, T., Lund, B., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the potential impact of artificial intelligence (AI) on international students in higher education: Generative AI, chatbots, analytics, and international student success. Applied Sciences, 13(11), 6716–6730. https://doi.org/10.3390/app13116716
32. Yang, Y., & MacCallum, J. (2022). A three-dimensional multi-world framework for examining cross-cultural experiences of international doctoral students. Studies in Continuing Education, 44(3), 493–509. https://doi.org/10.1080/0158037X.2021.1890569
33. YOK. (2025). Turkish Council of Higher Education. https://istatistik.yok.gov.tr/
34. Zhang, C., & Lu, Y. (2021). Study on artificial intelligence: The state of the art and future prospects. Journal of Industrial Information Integration, 23, 100224. https://doi.org/10.1016/j.jii.2021.100224
35. Zhou, X., Zhang, J., & Chan, C. (2024). Unveiling students’ experiences and perceptions of artificial intelligence usage in higher education. Journal of University Teaching and Learning Practice, 21(6), 126–145. https://doi.org/10.53761/xzjprb23