neeef Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi 2687-1831 Necmettin Erbakan University Social and Humanities Education (Excluding Economics, Business and Management) Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi, İşletme ve Yönetim Hariç) The Fake News Phenomenon in the Age of GenAI: Exploring the Relationship Between Media Literacy and GenAI-Driven Fake News Identification Competencies Among Preservice Social Studies Teachers Üretken YZ Çağında Yalan Haber Olgusu: Sosyal Bilgiler Öğretmen Adaylarının Medya Okuryazarlığı Düzeyleri ile Üretken YZ Üretimi Yalan Haberleri Tanımlama Yeterlilikleri Arasındaki İlişkinin İncelenmesi https://orcid.org/0000-0002-6517-4840 Yetişensoy Okan BAYBURT ÜNİVERSİTESİ 11 29 2025 7 Özel Sayı 348 364 09 04 2025 10 30 2025 Copyright © 2019, Journal of Necmettin Erbakan University Ereğli Faculty of Education 2019 Journal of Necmettin Erbakan University Ereğli Faculty of Education

The rapid rise of generative artificial intelligence (GenAI) models in recent years has turned various visual media elements, often difficult to distinguish from reality, into prominent components of fake news. Although media literacy is widely regarded as a crucial skill for identifying misinformation, no study to date has examined its relationship with the detection of AI-driven fake news. This study aims to explore the relationship between pre-service social studies teachers’ news media literacy levels and their competence in identifying GenAI-driven fake news. Employing a correlational survey design within quantitative research methods, the study found that preservice teachers’ overall news media literacy levels had an almost neutral and statistically nonsignificant correlation with their competence in detecting AI-driven fake news. Moreover, their media literacy levels did not significantly differ according to their competence in identifying such content. These findings suggest that the rapid rise of genAI challenges the role traditionally attributed to media literacy in determining the accuracy of news. At this point, it is recommended that media literacy education integrate content addressing the detection of AI-generated fake news. In addition, social studies courses offered from early educational stages may be positioned as an essential context for delivering such instruction.

Üretken yapay zekâ (YZ) modellerinin son yıllardaki hızlı yükselişi gerçeğinden ayırt edilmesi oldukça güç bir dizi görsel medya ögesini yalan haberlerin popüler özneleri haline getirmiştir. Günümüzde, medya okuryazarlığı bireyin yalan haberleri doğru şekilde tanımlayabilmesinde önemli bir beceri olarak görülse de bu beceri ile üretken YZ modellerince oluşturulan içeriklerden beslenen yalan haberlerin tespiti arasındaki ilişkiye işaret eden herhangi bir çalışmaya rastlanılmamaktadır. Bu çalışmanın amacı ise sosyal bilgiler öğretmen adaylarının haber medyası okuryazarlığı düzeyleri ile üretken YZ üretimi yalan haberleri tanımlanma yeterlilikleri arasındaki ilişkinin incelenmesidir. Nicel araştırma yaklaşımları içerisinde yer alan korelasyonel araştırma modeline uygun olarak yürütülen çalışma sonucunda öğretmen adaylarının genel haber medyası okuryazarlık düzeyleri ile YZ üretimi yalan haberleri tanımlama yeterlikleri arasında nötre yakın anlamsız bir ilişki gözlenmiştir. Ayrıca, öğretmen adaylarının haber medyası okuryazarlık düzeylerinin söz konusu haberleri tanımlayabilme seviyelerine göre anlamlı şekilde farklılaşmadığı belirlenmiştir. Tüm bu bulgular ise üretken YZ’nin hızlı yükselişinin medya okuryazarlığının bir haberin doğruluğunun anlaşılmasındaki başat rolünü tartışmaya açık hale getirdiğini düşündürmektedir. Bu noktada medya okuryazarlığı eğitimlerine YZ üretimi içeriklerden beslenen yalan haberlerin tanımlanmasına yönelik içerikler eklenmesi önerilebilir. Ayrıca erken dönemlerden itibaren verilen sosyal bilgiler derslerinin de ilgili eğitimin sağlandığı bir ders olarak öne çıkarılması tavsiye edilebilir.

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