Yapay Zekâ Çağında Dijital Uçurumu Yeniden Düşünmek: Eğitime Yönelik Altı Boyutlu Bir Kavramsal Çerçeve

Year 2025, Volume: 13 Issue: 17, 1 - 28, 31.12.2025

Sezan Sezgin

Abstract

Bu çalışma, üretken yapay zekâ (ÜYZ) çağında dijital uçurumun niteliğini yeniden değerlendirmekte ve literatürde parçalı olarak ele alınan tartışmaları bütünleşik bir kuramsal çerçevede bir araya getirmektedir. Dijital uçurum geleneksel olarak erişim, beceri ve kullanım çıktıları üzerinden tanımlansa da, ÜYZ’nin hızlı yayılımı bu alanları hem derinleştirmekte hem de teknolojik gelişmeler ile toplumsal eşitsizlikler arasındaki etkileşim sonucunda farklı şekillerde yeniden tanımlamaktadır. Çalışma, dijital uçurumun üç temel boyutunu (erişim; beceri/dijital–algoritmik–ÜYZ okuryazarlıkları; çıktı ve fayda) ve bunları çapraz olarak etkileyen üç sosyoteknik ekseni (etik düzenlemeler ve yönetim, coğrafya ve kurumsal kapasite, kültür–dil–epistemik adalet) birlikte ele alan bir kavramsal model önermektedir. Bu model, ÜYZ’nin ortaya çıkardığı eşitsizliklerin yalnızca erişim veya bireysel kullanım becerilerinden değil, aynı zamanda kurumsal farklılıklardan, politik düzenlemelerden ve epistemik temsil sorunlarından da beslendiğini göstermektedir. Eğitim bağlamına uygulandığında, bu yaklaşım öğrenci, öğretmen ve kurum düzeyinde ortaya çıkan farklılaşmaları sistematik biçimde görünür kılmakta ve ÜYZ çağındaki dijital eşitsizliklerin anlaşılmasına yönelik özgün bir analiz çerçevesi sunmaktadır. Çalışma ayrıca dijital uçurumu azaltmaya yönelik politika önerilerini mikro, kurumsal ve makro düzeyleri kapsayan bir yönetim perspektifinden tartışmaktadır.

Keywords

Dijital uçurum , üretken yapay zekâ , eğitimde eşitsizlik , epistemik adalet

The Generative AI Era and the Reconfiguration of the Digital Divide: A Six-Dimension Educational Framework

Abstract

This study reassesses the nature of the digital divide in the age of generative artificial intelligence (GenAI) and integrates fragmented discussions in the literature into a coherent conceptual framework. Although the digital divide has traditionally been defined through differences in access, skills, and usage outcomes, the rapid diffusion of generative AI deepens these dimensions and reshapes them through the interaction between technological developments and existing social inequalities. The study proposes a conceptual model that brings together three core dimensions of the digital divide (access; skills/digital–algorithmic–GenAI literacies; outcomes and benefits) and three cross-cutting sociotechnical axes (ethical regulations and governance, geography and institutional capacity, culture–language–epistemic justice). This model demonstrates that inequalities emerging in the context of generative AI stem not only from access or individual usage skills but also from institutional disparities, regulatory environments, and challenges of epistemic representation. When applied to the field of education, the model systematically highlights variations at the student, teacher, and institutional levels, offering a novel analytical lens for understanding digital inequalities in the generative AI era. The study further discusses policy recommendations for mitigating the digital divide from a governance perspective that encompasses micro, institutional, and macro levels.

Keywords

Digital divide , generative artificial intelligence , educational inequality , epistemic justice

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