Yetişkin Din Eğitiminde Geleceğin Öğrenme Ekosistemi Olarak Yapay Zekanın Potansiyeli

Year 2025, Volume: 12 Issue: Din ve Yapay Zeka, 127 - 156, 15.05.2025

Yakup Kaya

https://doi.org/10.51702/esoguifd.1607220

Abstract

Günümüz bilgi toplumunda teknolojik gelişmelerin hız kazanması ve bilgi işlem süreçlerinin karmaşıklaşması, bireylerin daha geniş ve çeşitli becerilere sahip olmasını gerektirmektedir. Bu dinamik ortamda, bireylerin kendilerini geliştirebilmeleri ve çağın gerekliliklerine ayak uydurabilmeleri için eğitim alanında yenilikçi yaklaşımların benimsenmesi önem kazanmıştır. Bu araştırma, yapay zekâ teknolojilerinin yetişkin din eğitimine sunduğu olanakları, sağladığı katkıları ve taşıdığı sınırlılığı ortaya koymayı amaçlamaktadır. Bunun yanı sıra yapay zekâ sistemlerinin din eğitmenlerinin rollerini bütünüyle dönüştüren bir mekanizma mı yoksa mevcut eğitim süreçlerini zenginleştiren ve geliştiren bir araç mı olduğu sorusu da ele alınmıştır. Çalışmada nitel bir yöntem kullanılmıştır. Araştırma kapsamında öncelikle bilişsel bilimler, yapay zekâ teknolojileri, bilgisayar bilimleri ve yetişkin din eğitimi alanlarındaki literatür detaylı bir şekilde incelenmiştir. Bu tarama, yapay zekâ teknolojilerinin gelişim süreci ve eğitimdeki uygulamalarıyla ilgili genel bir anlayış sunarken, aynı zamanda var olan araştırma boşluklarını belirlemeye olanak tanımıştır. Literatür incelemesi, yapay zekânın eğitim alanında tarihsel olarak nasıl bir rol oynadığını ve günümüzde hangi yenilikleri sunduğunu da kapsamaktadır. Ayrıca çalışma kapsamında akıllı öğretim sistemleri, kişiselleştirilmiş öğrenme platformları, oyunlaştırma araçları ve sanal gerçeklik teknolojileri gibi yenilikçi uygulamaların etkinliği incelenmiştir. Araştırmada ayrıca etik boyutlara özel bir vurgu yapılmış; veri gizliliği, insan-makine etkileşimi ve yapay zekânın değer aktarımındaki yetersizlikleri gibi konular ele alınmış ve bu sorunları gidermeye yönelik çözüm önerileri sunulmuştur. Etik boyutlara dair bu tartışmalar, teknolojinin insan merkezli bir yaklaşımla nasıl uyum sağlayabileceği sorusunu da kapsamış ve çalışmanın önemli bir bileşenini oluşturmuştur. Tüm bu veriler tematik analiz yöntemiyle değerlendirilerek yapay zekânın din eğitimindeki rolü hakkında kapsamlı bir anlayış elde edilmiştir. Araştırmadan elde edilen bulgular, yapay zekâ teknolojilerinin yetişkin din eğitiminde çok yönlü bir potansiyele sahip olduğunu göstermektedir. Ancak bu teknolojiler, insan öğreticilerin empati kurma, etik rehberlik sağlama ve manevi destek sunma gibi vazgeçilmez rollerini tam anlamıyla yerine getirememektedir. Yapay zekânın eğitimde en etkili kullanım alanı, mevcut süreçleri tamamlayıcı bir araç olarak hizmet vermesidir. Teknolojik yenilikler, özellikle oyunlaştırma ve sanal gerçeklik uygulamaları sayesinde öğrenme deneyimlerini daha ilgi çekici hale getirme potansiyeli sunmaktadır. Bununla birlikte, yetişkin öğrenicilerin bu yeniliklere adaptasyonu konusunda bazı zorluklar ortaya çıkmıştır. Kişiselleştirilmiş öğrenme platformları, metin yorumlama, etik meselelerin incelenmesi ve ritüel uygulamalarının öğrenilmesi gibi alanlarda yapılandırılmış bir destek sunarak bireysel öğrenme ihtiyaçlarına etkin bir şekilde yanıt vermektedir. Ancak duygusal zekâ, sosyal aidiyet ve eleştirel düşünce gibi unsurların geliştirilmesinde insan merkezli pedagojik yaklaşımların önemi bir kez daha vurgulanmıştır. Dolayısıyla yapay zekâ teknolojilerinin din eğitiminde bireyselleştirilmiş öğrenmeyi destekleme ve öğrenci katılımını artırma potansiyeli taşıdığı görülmektedir. Fakat bu teknolojilerin entegrasyonunda pedagojik değerlerin korunması ve eğitimcilerin rehberlik rollerinin desteklenmesi esas alınmalıdır. Böylelikle hem teknolojik yeniliklerden yararlanılabilir hem de eğitimin insan merkezli yapısı sürekli kılınabilir.

Keywords

Din Eğitimi, Yetişkin Din Eğitimi, Eğitimde Yapay Zekâ, Kişiselleştirilmiş Öğrenme Platformları, Eğitimde Dijital Dönüşüm, Yapay Zekânın Etik Boyutları

Ethical Statement

Bu çalışma, etik kurul izni gerektirmeyen nitelikte olup kullanılan veriler literatür taraması/yayınlanmış kaynaklar üzerinden elde edilmiştir. Çalışmanın hazırlanma sürecinde bilimsel ve etik ilkelere uyulduğu ve yararlanılan tüm çalışmaların kaynakçada belirtildiği beyan olunur.

Supporting Institution

Bu araştırmayı desteklemek için dış fon kullanılmamıştır.

The Potential of Artificial Intelligence as the Learning Ecosystem of the Future in Adult Religious Education

Abstract

In today's information society, the rapid pace of technological advancements and the increasing complexity of information processing necessitate that individuals acquire a broader and more diverse set of skills. In this dynamic environment, adopting innovative approaches in education has become essential for individuals to develop their competencies and keep pace with the demands of the era. This study aims to examine the potential of artificial intelligence (AI) technologies in adult religious education and to evaluate how these technologies can contribute to learning processes. The research investigates whether AI systems function as mechanisms that completely replace the roles of religious educators or as tools that enhance existing educational processes. The study employs a qualitative methodology to understand the impact of AI in adult religious education. Initially, a detailed review of literature in cognitive sciences, AI technologies, computer sciences, and adult religious education was conducted. This review provided a comprehensive understanding of the development and applications of AI technologies in education while also identifying existing research gaps. The literature review also covered the historical role of AI in education and the innovations it offers today. Furthermore, the study analyzed the effectiveness of innovative applications such as intelligent tutoring systems, personalized learning platforms, gamification tools, and virtual reality technologies. The degree to which these systems address the individual needs of adult learners was evaluated through detailed analysis. The research also placed special emphasis on ethical considerations, addressing issues such as data privacy, human-machine interaction, and the limitations of AI in transmitting values. Proposed solutions to mitigate these challenges were presented. These ethical discussions also encompassed the question of how technology can align with a human-centered approach, forming an integral part of the study. All data were evaluated using thematic analysis, providing a comprehensive understanding of the role of AI in religious education. The findings indicate that AI technologies hold significant potential in adult religious education. However, these technologies cannot fully replicate the indispensable roles of human educators, such as fostering empathy, providing ethical guidance, and offering spiritual support. The most effective use of AI in education lies in its role as a complementary tool that enhances existing processes. Technological innovations, particularly gamification and virtual reality applications, demonstrate significant potential to make learning experiences more engaging. However, challenges were observed regarding adult learners’ adaptation to these innovations. Personalized learning platforms offer structured support in areas such as text interpretation, exploring ethical issues, and learning ritual practices, effectively addressing individual learning needs. Nonetheless, the importance of human-centered pedagogical approaches in developing emotional intelligence, social belonging, and critical thinking has been reaffirmed. Therefore, AI technologies demonstrate potential in supporting personalized learning and enhancing student engagement in religious education. However, their integration must prioritize the preservation of pedagogical values and the reinforcement of educators’ guiding roles. This ensures that technological advancements can be utilized while maintaining the human-centered nature of education.

Keywords

Religious Education, Adult Religious Education, Artificial Intelligence in Education, Personalized Learning Platforms, Digital Transformation in Education, Ethical Dimensions of AI

Ethical Statement

This study does not require ethics committee approval, as the data used were obtained from literature review/published sources. It is declared that scientific and ethical principles have been followed while carrying out and writing this study and that all the sources used have been properly cited.

Supporting Institution

The author acknowledges that he received no external funding in support of this research.

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