İletişim Eğitiminde Yapay Zekâ: Türkiye'de Lisans Müfredatlarının Karşılaştırmalı Analizi

Ekin Bahar Kaya

EN TR

ARTIFICIAL INTELLIGENCE IN COMMUNICATION EDUCATION: A COMPARATIVE ANALYSIS OF UNDERGRADUATE CURRICULA IN TÜRKIYE

Abstract

This study examines the place of artificial intelligence in the curricula of undergraduate communication programs in Türkiye and the extent of its integration. The sample consisted of 80 undergraduate programs, with 20 programs selected from each of four fields: Journalism, Public Relations and Advertising, Radio, Television and Cinema, and New Media and Communication. Data were collected through document analysis of publicly available curricula and course information packages and analyzed using quantitative content analysis. AI integration was assessed using a six-level model that considered course status, practical content, field specificity, the extent of integration across the curriculum, and when students first encountered AI. The findings showed that AI was integrated into communication curricula in different ways. New Media and Communication programs stood out in terms of dedicated AI courses, compulsory AI education, practical content, and systematic integration. In Public Relations and Advertising programs, AI education was more closely connected to professional practices. Radio, Television and Cinema programs offered fewer AI-related courses, but their practical content was relatively strong. In Journalism programs, integration occurred mainly through elective courses and AI content embedded in existing courses. Dedicated AI courses, compulsory education, exposure to AI within the first two years, and practical content were more common in the foundation university programs examined. Overall, communication programs have mainly adapted to AI by adding compulsory or elective courses, while systematic integration across the curriculum remains limited.

Keywords

İletişim Eğitiminde Yapay Zekâ: Türkiye'de Lisans Müfredatlarının Karşılaştırmalı Analizi

Abstract

Bu araştırma, Türkiye’de iletişim alanında lisans eğitimi veren programların müfredatlarında yapay zekânın yerini ve entegrasyon düzeyini incelemektedir. Araştırmada Gazetecilik, Halkla İlişkiler ve Reklamcılık, Radyo, Televizyon ve Sinema ile Yeni Medya ve İletişim alanlarından 20’şer olmak üzere toplam 80 lisans programı incelenmiştir. Veriler, üniversitelerin kamuya açık öğretim planları ve ders bilgi paketlerinden doküman incelemesi yoluyla elde edilmiş ve nicel içerik analiziyle değerlendirilmiştir. Programların yapay zekâya uyumu altı düzeyli bir modelle değerlendirilmiştir. Modelde derslerin statüsü, uygulama içeriği, alana özgülüğü, müfredattaki yaygınlığı ve öğrencilerin yapay zekâyla ilk karşılaşma zamanı dikkate alınmıştır. Bulgular, yapay zekânın iletişim alanlarına farklı biçimlerde entegre edildiğini göstermiştir. Yeni Medya ve İletişim programları doğrudan yapay zekâ derslerinin yaygınlığı, zorunlu yapay zekâ eğitimi, uygulama bileşeni ve sistematik entegrasyon bakımından öne çıkmıştır. Halkla İlişkiler ve Reklamcılık programlarında yapay zekâ eğitiminin mesleki uygulamalara daha güçlü biçimde uyarlandığı, Radyo, Televizyon ve Sinema programlarında ise ders sayısının sınırlı olmasına karşın uygulama yoğunluğunun yüksek olduğu belirlenmiştir. Gazetecilik programlarında entegrasyonun daha çok seçmeli dersler ve mevcut derslere eklenen içerikler üzerinden ilerlediği görülmüştür. İncelenen vakıf üniversitesi programlarında yapay zekâ dersleri, zorunlu eğitim, ilk iki yılda yapay zekâyla karşılaşma ve uygulamalı içerik daha yaygındır. Genel olarak, iletişim eğitiminde yapay zekâya uyumun daha çok müfredata zorunlu veya seçmeli dersler eklenmesiyle sağlandığı, yapay zekânın programın bütününe sistemli biçimde yayılmasının ise henüz sınırlı kaldığı görülmüştür.

Keywords

References

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Details

Primary Language

Turkish

Subjects

Communication Studies

Journal Section

Research Article

Authors

Ekin Bahar Kaya ^*
0009-0006-0612-4209
Türkiye

Publication Date

October 12, 2026

Submission Date

August 1, 2026

Acceptance Date

October 8, 2026

Published in Issue

Year 2026 Number: 1

IZ

https://izlik.org/JA24SX54AN

Cite

RIS / Bibtex

APA

Kaya, E. B. (2026). İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi. Tirebolu İletişim Fakültesi Akademik Dergisi, 1, 280-310. https://izlik.org/JA24SX54AN

AMA

1.Kaya EB. İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi. TIRAD. 2026;(1):280-310. https://izlik.org/JA24SX54AN

Chicago

Kaya, Ekin Bahar. 2026. “İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi”. Tirebolu İletişim Fakültesi Akademik Dergisi, no. 1: 280-310. https://izlik.org/JA24SX54AN.

EndNote

Kaya EB (October 1, 2026) İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi. Tirebolu İletişim Fakültesi Akademik Dergisi 1 280–310.

IEEE

[1]E. B. Kaya, “İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi”, TIRAD, no. 1, pp. 280–310, Oct. 2026, [Online]. Available: https://izlik.org/JA24SX54AN

ISNAD

Kaya, Ekin Bahar. “İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi”. Tirebolu İletişim Fakültesi Akademik Dergisi. 1 (October 1, 2026): 280-310. https://izlik.org/JA24SX54AN.

JAMA

1.Kaya EB. İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi. TIRAD. 2026;:280–310.

MLA

Kaya, Ekin Bahar. “İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi”. Tirebolu İletişim Fakültesi Akademik Dergisi, no. 1, Oct. 2026, pp. 280-1, https://izlik.org/JA24SX54AN.

Vancouver

1.Ekin Bahar Kaya. İletişim Eğitiminde Yapay Zekâ: Türkiye’de Lisans Müfredatlarının Karşılaştırmalı Analizi. TIRAD [Internet]. 2026 Oct. 1;(1):280-31. Available from: https://izlik.org/JA24SX54AN

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Journalism

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