İLETİŞİM FAKÜLTESİ ÖĞRENCİLERİNİN YAPAY ZEKÂ OKURYAZARLIĞINA YÖNELİK YAKLAŞIMLARI: AKSARAY ÜNİVERSİTESİ ÖRNEĞİ

Abstract

Yapay zekâ okuryazarlığı, hızla gelişen teknolojik ortamda bireylerin teknik bilgi ve etik farkındalık gibi çok boyutlu beceriler edinmesini gerektirmektedir. Güncel literatür, öğrencilerin yapay zekâyı günlük yaşamlarında ve akademik çalışmalarında etkin biçimde kullandığını ancak bu kullanımı derinleştirecek teknik bilgiye ve etik bakışa çoğu zaman yeterince sahip olmadıklarını göstermektedir. Bu çalışma, daha önce belirli disiplinlerle sınırlı kalan yaklaşımlardan farklı olarak, iletişim fakültesi öğrencilerinin yapay zekâ okuryazarlığına ilişkin algı, bilgi ve tutumlarını inceleyerek bu alandaki eğitsel ihtiyaçları ortaya koymakta ve yapay zekâ okuryazarlığının gelişiminde deneyimsel öğrenmenin ve eleştirel düşünmenin rolüne dikkat çekmektedir. Araştırmada nitel yöntem benimsenmiş, durum çalışması deseni kullanılmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme tekniği tercih edilmiş; elde edilen veriler, betimsel içerik analiziyle incelenerek öğrencilerin bilgi düzeyleri, farkındalıkları ve yaklaşımları bütüncül biçimde değerlendirilmiştir. Öğrenciler yapay zekâyı faydalı bir araç olarak görse de teknik bilgi ve etik farkındalık eksiklikleri, okuryazarlık düzeylerini sınırlamaktadır. Bu bulgular, farklı örneklemler ve kullanım bağlamları üzerinden yürütülen çalışmalarda ortaya konulan eğilimlerle hem benzerlikler hem de ayrışmalar göstermektedir. Elde edilen veriler, yapay zekâ okuryazarlığını sürdürülebilir kılmak için etik duyarlılık, dijital güvenlik bilinci ve eleştirel düşünme becerilerini içeren bütüncül eğitim programlarının gerekliliğine işaret etmektedir.

Keywords

• Yapay Zekâ
• Dijital Dönüşüm
• Dijital Medya

COMMUNICATION FACULTY STUDENTS' APPROACHES TO ARTIFICIAL INTELLIGENCE LITERACY: THE CASE OF AKSARAY UNIVERSITY

Abstract

Artificial intelligence literacy requires individuals to acquire multidimensional skills such as technical knowledge and ethical awareness in a rapidly developing technological environment. Current literature shows that students use artificial intelligence effectively in their daily lives and academic work but often lack the technical knowledge and ethical perspectives to deepen this use. Unlike previous approaches that have been limited to specific disciplines, this study examines the perceptions, knowledge and attitudes of communication faculty students toward artificial intelligence literacy to identify educational needs in this field and highlight the roles of experiential learning and critical thinking in the development of AI literacy. Qualitative methodology was adopted in the study and a case study design was used. Semi-structured interview technique was preferred as a data collection tool; the data obtained were analyzed by descriptive content analysis, allowing for a holistic evaluation of students’ knowledge levels, awareness, and approaches. Although students see artificial intelligence as a useful tool, their lack of technical knowledge and ethical awareness limits their literacy levels. These findings show both similarities and divergences with the trends revealed in studies conducted with different samples and contexts of use. The data obtained points to the necessity of holistic education programs that include ethical sensitivity, digital security awareness and critical thinking skills to ensure the sustainable development of AI literacy.

Keywords

• Artificial Intelligence Literacy
• Digital Transformation
• Digital Media

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