Genel Eğitimde ve Din Eğitiminde Yapay Zeka Kullanımının Sosyo-Psikolojik Etkileri Üzerine Bir Değerlendirme

Öz

Bu çalışma, yapay zekâ (YZ) teknolojilerinin eğitim ortamlarında öğrenci ve öğretmenler üzerindeki bilişsel, duygusal, etik ve sosyal etkilerini İslamî eğitim felsefesi perspektifinden kapsamlı biçimde analiz etmeyi amaçlamaktadır. Araştırmada güncel literatür ışığında kavramsal analiz yapılmış; aynı zamanda İslamî değer sistemleri, eğitim felsefesi ve insan doğası merkezli yaklaşımlar çerçevesinde teorik bir çözümleme gerçekleştirilmiştir. Veriler; öğrencilerin psikolojik dayanıklılığı, öğretmenlerin mesleki kimlikleri, eğitimde etik karar süreçleri ve sosyal öğrenme dinamikleri gibi başlıklarda sınıflandırılarak değerlendirilmiştir. Araştırma bulgularına göre, yapay zekâ teknolojileri kişiselleştirilmiş öğrenme ve bilişsel gelişim açısından önemli avantajlar sağlarken; empati kaybı, sosyal izolasyon, algoritmik önyargılar, mahremiyet ihlalleri, öğretmen-robot etkileşimlerinde mesleki kimlik erozyonu ve dijital eşitsizlikler gibi ciddi psikososyal ve etik riskler taşımaktadır. Araştırmanın sonuçları, eğitimde insan onuruna, kültürel çeşitliliğe ve manevî gelişime saygılı, İslamî etikle uyumlu yapay zekâ uygulamalarına duyulan ihtiyacı ortaya koymaktadır. Yapay zekâ destekli öğrenme ortamlarında sadece akademik başarıya değil; ahlaki muhakeme, empati, sorumluluk bilinci ve ruhsal denge gibi boyutlara da öncelik verilmesi gerektiği vurgulanmaktadır.

Anahtar Kelimeler

• Yapay Zeka
• Eğitim
• Psikoloji
• Direniş Mekanizmaları

An Assessment of the Socio-Psychological Effects of the Use of Artificial Intelligence in General Education and Religious Education

Öz

This study aims to comprehensively analyze cognitive, emotional, ethical and social effects of artificial intelligence(AI) technologies on students and teachers in educational environments from perspective of Islamic education philosophy. In the research, conceptual analysis was conducted in the light of current literature; at the same time, a theoretical analysis was carried out within framework of Islamic value systems, educational philosophy and human nature-centered approaches. Data were classified and evaluated under headings such as students' psychological resilience, teachers' professional identities, ethical decision processes in education and social learning dynamics. According to research findings, while artificial intelligence technologies provide significant advantages in terms of personalized learning and cognitive development, they carry serious psychosocial and ethical risks such as loss of empathy, social isolation, algorithmic biases, privacy violations, erosion of professional identity in teacher-robot interactions and digital inequalities. The results of the study reveal the need for artificial intelligence applications that respect human dignity, cultural diversity and spiritual development in education and are compatible with Islamic ethics. It is emphasized that in AI-supported learning environments, priority should be given not only to academic success but also to dimensions such as moral reasoning, empathy, sense of responsibility and spiritual balance.

Anahtar Kelimeler

• Artificial intelligence
• Education
• Psychology
• Resistance Mechanisms

Kaynakça

1. Afanasieva, N. Y. (2017). Psykholohichne konsultuvannia predstavnykiv ekstremalnykh profesii: teoriia, metodolohiia, praktyka (Psychological counseling of representatives of extreme professions: theory, methodology, practice). National University of Civil Defense of Ukraine.
2. Aleshina, Y. (2004). Individualnoe i semeynoe psihologicheskoe konsultirovanie (Individual and family psychological counseling). Klass.
3. Aprosimov, V. A., Nakhodkin, V. V., & Prokopyev, V. E. (2018). Sravnitelnyiy analiz lichnostnyih osobennostey sportsmenov vyisokogo klassa (A comparative analysis of personal characteristics of elite athlete). Obschestvo: sotsiologiya, psihologiya, pedagogika, 2, 77–82.
4. Arpenteva, M. R. (2019). Bazovyie printsipyi-metatehnologii sportivnogo psihologicheskogo konsultirovaniya (Basic principles-metatechnologies of sports psychological counseling). Zdorove cheloveka, teoriya i metodika fizicheskoy kulturyi i sporta, 1(12), 27–57.
5. Bager-Charleson, S. (2012). Personal development in counselling and psychotherapy. Learning Matters Publisher.
6. Cooper, M., & Dryden, W. (2016). Introduction to pluralistic counselling and psychotherapy. In M. Cooper & W. Dryden (Eds.), Handbook of pluralistic counselling and psychotherapy.
7. Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191–213.
8. Donati, M. A. (2002). Personal development in counselling psychology training: A critical investigation of the views and experiences of trainers and trainees (Unpublished doctoral dissertation). City University London.

9. Gledding, S. (2002). Psihologicheskoe konsultirovanie (Psychological counseling) (4th ed.). Piter.
10. Hong, E., & Rao, A. L. (2020). Mental health in the athlete: Modern perspectives and novel challenges for the sports medicine provider. Springer International Publishing.
11. Hryn, O. R. (2014). Pcykholohichne zabezpechennia ta suprovid pidhotovky kvalifikovanykh sportsmeniv ([Psychological support and support of training of qualified athletes). Olimpiiska literatura.
12. Klymenko, V. V. (2006). Psykholohiia sportu (Psychology of sport). Interregional Academy of Personnel Management.
13. Kostromina, S. N., & Smirnova, V. V. (2009). Model psihologicheskogo soprovozhdeniya podgotovki bortsov vyisokoy kvalifikatsii (Model of psychological support for the training of highly qualified wrestlers). Bulletin of St. Petersburg University, 12(2), Part 2, 67–77.
14. Loehr, J. E. (1990). Providing sport psychology consulting services to professional tennis players. The Sport Psychologist, 4(4), 400–408.
15. Lovyagina, A. E. (2013). Teoreticheskie i prikladnyie problemyi psihologicheskogo soprovozhdeniya sportsmena (Theoretical and applied problems of psychological support of an athlete). Bulletin of St. Petersburg State University, 16(1), 29–39.
16. Martin, J. (1999). A personal development model of sport psychology for athletes with disabilities. Journal of Applied Sport Psychology, 11(2), 181–193.
17. Martin, S. B., Lavallee, D., Kellmann, M., & Page, S. J. (2004). Attitudes toward sport psychology consulting of adult athletes from the United States, United Kingdom, and Germany. International Journal of Sport and Exercise Psychology, 2(2), 146–160.
18. Merry, T., & Haugh, S. (2020). Learning and being in person-centred counselling (3rd ed.). PCCS Books.
19. Ong, N. C. H., & Harwood, C. (2018). Attitudes toward sport psychology consulting in athletes: Understanding the role of culture and personality. Sport, Exercise, and Performance Psychology, 7(1), 46– 59.
20. Palamarchuk, O., Gurevych, R., Maksymchuk, B., Gerasymova, I., Fushtey, O., Logutina, N., Kalashnik, N., Kylivnyk, A., Haba, I., Matviichuk, T., Solovyov, V., & Maksymchuk, I. (2020). Studying innovation as the factor results of the implementation of a comprehensive socio-psychological in professional self-development of specialists in physical education and sport. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 118–136.
21. Rooney, D., Jackson, R. C., & Heron, N. (2021). Differences in the attitudes to sport psychology consulting between individual and team sport athletes. BMC Sports Science, Medicine and Rehabilitation, 13, Article 46.
22. Sarancha, I., Maksymchuk, B., Kharchenko, S., Linnik, Y., Dovbnia, S., Pavelkiv, V., Maksymchuk, I., Shakhina, I., Saienko, V., Bashtovenko, O., Silaiev, V., Radovenchyk, A., & Zhytomyrskyi, L. (2022). The influence of parents’ mutual support on the socialization of children with special needs in rehabilitation centres: Neuropsychological aspects. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 13(4), 362–382.
23. Voronova, V. (2013). Psihologicheskoe obespechenie podgotovki sportsmenov v futbole [Psychological support for the training of athletes in football]. Nauka v olimpiyskom sporte (Science in Olympic Sports), 4, 32–39.