Eğitimde Yapay Zekâ Etiği ve Politikaları: Finlandiya, Güney Kore ve Türkiye Örneği

Öz

Bu çalışmanın amacı, Finlandiya, Güney Kore ve Türkiye’de yapay zekânın (YZ) eğitim sistemine entegrasyon süreçlerini, politika belgeleri ve etik ilkeler bağlamında analiz ederek benzerlikleri ve farklılıkları ortaya koymaktır. Araştırmada, bu ülkelere ilişkin ulusal strateji belgeleri, resmi raporlar ve ilgili literatür, Bereday’ın (1964) analitik yöntemi doğrultusunda doküman analiziyle incelenmiş ve ülkeler eğitimde yapay zekâ politikaları ile etik ilkeler bakımından karşılaştırılmıştır. Bulgular, Finlandiya’nın insan merkezli, etik ve bütüncül bir YZ yaklaşımı benimsediğini göstermektedir. Politika belgelerinde şeffaflık, veri güvenliği, bireysel hakların korunması ve pedagojik uyum ön planda tutulmuştur. Güney Kore, hızlı dijital dönüşümüyle dikkat çekmekle birlikte, YZ tabanlı ders kitapları ve öğrenme platformlarının pedagojik uyum, sürdürülebilirlik ve etik sorunlar nedeniyle eleştirilere maruz kalmıştır. Türkiye’de ise ulusal strateji belgeleri hazırlanmış olmasına karşın uygulamaların sınırlı kaldığı, özellikle öğretmen eğitimi, veri güvenliği ve etik farkındalık konularında kapasite geliştirilmesine ihtiyaç duyulduğu belirlenmiştir. Sonuç olarak, üç ülkenin deneyimleri, eğitimde yapay zekânın yalnızca teknik bir dönüşüm aracı olmadığını, aynı zamanda etik, pedagojik ve toplumsal boyutlarıyla ele alınması gerektiğini ortaya koymaktadır.

Anahtar Kelimeler

• Eğitim politikaları
• eğitimde yapay zekâ
• etik ilkeler
• karşılaştırmalı araştırma

Artificial Intelligence Ethics And Policies in Education: The Cases of Finland, South Korea, and Turkey

Abstract

The purpose of this study is to analyze the processes of integrating artificial intelligence (AI) into the education systems of Finland, South Korea, and Turkey within the context of policy documents and ethical principles, thereby revealing their similarities and differences. In the study, national strategy documents, official reports, and relevant literature pertaining to these countries were examined through document analysis in line with Bereday's (1964) analytical method, and the countries were compared in terms of artificial intelligence policies in education and ethical principles. The findings show that Finland has adopted a human-centered, ethical, and holistic approach to AI. Transparency, data security, protection of individual rights, and pedagogical alignment are prioritized in policy documents. South Korea, while attracting attention with its rapid digital transformation, has been criticized for AI-based textbooks and learning platforms due to pedagogical alignment, sustainability, and ethical issues. In Turkey, although national strategy documents have been prepared, it has been determined that applications remain limited, and there is a need for capacity building, particularly in teacher training, data security, and ethical awareness. In conclusion, the experiences of these three countries reveal that AI in education is not merely a technical transformation tool, but must also be addressed in terms of its ethical, pedagogical, and social dimensions.

Keywords

• Artificial intelligence in education
• comparative research
• education policies
• ethical principles

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