Yapay Zekanın Eğitimde Kullanımına İlişkin Çalışmaların İncelenmesi: Bir Meta Sentez Çalışması

Year 2025, Volume: 27 Issue: 3, 409 - 426, 30.09.2025

Hacer Koç , Ahmet Murat Uzun

https://doi.org/10.17556/erziefd.1680480

Abstract

Bu meta-sentez çalışması, son yıllarda hızla genişleyen bir alan olan eğitimde yapay zekâ (YZ) kullanımına ilişkin güncel araştırmaları sistematik biçimde incelemektedir. Çalışmanın temel amacı, YZ destekli uygulamaların etkilerini değerlendirmek, paydaşların algı ve kabul düzeylerini ortaya koymak ve geleceğe yönelik eğilimleri incelemektir. 2018–2023 yılları arasında yayımlanan yüksek lisans ve doktora tezleri, Yükseköğretim Kurulu Ulusal Tez Merkezi (YÖKTEZ) ve ProQuest veri tabanları aracılığıyla belirlenmiştir. PRISMA kılavuzları doğrultusunda dâhil etme ve hariç tutma ölçütleri uygulanmış; yalnızca İngilizce veya Türkçe, tam metin erişimi bulunan, K-12 ya da yükseköğretim düzeyinde yürütülmüş nitel veya karma yöntem tezleri analize alınmıştır. Nicel yöntem kullanan, eğitim dışı alanlara odaklanan veya tam metin erişimi olmayan çalışmalar kapsam dışı bırakılmıştır. Sonuçta 27 tez seçilmiş ve Polat ve Ay’ın (2016) tanımladığı meta-sentez süreci doğrultusunda tematik olarak incelenmiştir. Bulgular, YZ’nin akademik başarıya katkı sağladığını, öğrenme süreçlerini kişiselleştirdiğini ve öğretim yöntemlerini zenginleştirdiğini göstermektedir. Öğretmenler ve öğrenciler YZ’ye genel olarak olumlu yaklaşmakta; ancak veri gizliliği, güvenlik ve etik konularında kaygılar da taşımaktadır. Ayrıca teknolojik altyapı yetersizlikleri, sınırlı kurumsal destek ve yüksek bütçe gereklilikleri önemli engeller olarak belirlenmiştir. Çalışma, YZ destekli eğitim sistemlerine geçişte ulusal düzeyde stratejik politikaların geliştirilmesi gerektiği sonucuna ulaşmıştır.

Keywords

Eğitimde yapay zeka , yapay zekada eğitim teknolojisi , yapay zeka tabanlı eğitim araçları.

Exploring Studies on the Use of Artificial Intelligence in Education: A Meta-Synthesis Study

Abstract

This meta-synthesis study systematically examines recent research on the use of artificial intelligence (AI) in education, a field that has rapidly expanded in recent years. The primary aim is to evaluate the effects of AI, explore stakeholders’ perceptions and acceptance levels, and assess future trends. Master’s and doctoral theses published between 2018 and 2023 were identified through the Higher Education Council National Thesis Center (YÖKTEZ) and ProQuest databases. Following PRISMA guidelines, inclusion and exclusion criteria were applied, allowing only English or Turkish full-text theses or dissertations that used qualitative or mixed methods at the K-12 or higher education levels. Studies employing quantitative methods, focusing on non-educational domains, or lacking full-text access were excluded. Ultimately, 27 studies were selected. These were analyzed using the meta-synthesis process described by Polat and Ay (2016), and thematic findings were synthesized. Results indicate that AI enhances academic achievement, personalizes learning, and enriches instructional practices. Teachers and students generally express positive attitudes toward AI, though concerns remain about data privacy, security, and ethical issues. The findings also highlight challenges, such as insufficient technological infrastructure, limited institutional support, and the need for substantial budgets. The study concludes that strategic national policies are essential for effectively transitioning to AI-supported educational systems.

Keywords

Artificial intelligence in education , educational technology in AI , AI-based educational tools.

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