Almanca Öğretmeni Adaylarının Yapay Zeka Okuryazarlık Düzeylerinin Belirlenmesi

Yıl 2026, Cilt: 26 Sayı: 1, 503 - 523, 25.03.2026

Rahim Şentürk

https://doi.org/10.17240/aibuefd.2026..-1700137

https://izlik.org/JA75NZ56EK

Öz

Yapay Zekâ (YZ) teknolojileri son yıllarda eğitim dâhil birçok alanda önemli etkiler yaratmıştır. Özellikle yabancı dil öğretimi, ChatGPT, Gemini ve Bing gibi YZ araçlarının yaygınlaşmasıyla hızlı değişim ve dönüşüme uğramaktadır. Bu teknolojilerin etkili ve doğru biçimde kullanılabilmesi için bireylerin YZ okuryazarlık düzeylerinin yeterli olması gerekmektedir. Bu çalışma, Almanca öğretmen adaylarının YZ okuryazarlık düzeylerini belirlemeyi ve bu düzeyleri cinsiyet, yaş, sınıf düzeyi gibi değişkenler açısından incelemeyi amaçlamaktadır. Araştırma, Trakya Üniversitesi öğrenim gören 1., 2., 3. ve 4. sınıf Almanca öğretmen adaylarından oluşan 75 kişilik bir örneklemle yürütülmüştür. Nicel bir yöntem olarak karşılaştırmalı betimsel tarama modeli kullanılmıştır. Veriler, Polatgil ve Güler (2023) tarafından Türkçeye uyarlanan “Yapay Zekâ Okuryazarlığı Ölçeği” ile toplanmış ve SPSS programı aracılığıyla analiz edilmiştir. Bulgular, öğretmen eğitimi programlarında YZ’nin entegrasyonu, dijital materyal geliştirme ve sürdürülebilir pedagojik amaçlılık açısından çoklu katkılar sunmaktadır.

Anahtar Kelimeler

Yapay Zekâ , YZ Okuryazarlığı , Almanca Öğretmen Adayları , Yabancı Dil Eğitimi

Determination of Artificial Intelligence Literacy Levels of German Language Teacher Candidates

https://izlik.org/JA75NZ56EK

Öz

In recent years, artificial Intelligence (AI) technologies have had a significant impact on many areas, including education. Foreign language teaching, in particular, is undergoing rapid change and transformation with the spread of AI tools such as ChatGPT, Gemini, and Bing. In order for these technologies to be used effectively and correctly, individuals must have sufficient AI literacy. This study aims to determine the AI literacy levels of German teacher candidates and to examine these levels in terms of variables such as gender, age, and class level. The research was conducted with a sample of 75 German teacher candidates from the 1st, 2nd, 3rd, and 4th grades at Trakya University. A comparative descriptive survey model was used as a quantitative method. Data were collected using the “Artificial Intelligence Literacy Scale” adapted into Turkish by Polatgil and Güler (2023) and analyzed using the SPSS program. The findings offer multiple contributions in terms of AI integration in teacher education programs, digital material development, and sustainable pedagogical purposefulness.

Anahtar Kelimeler

Artificial Intelligence , AI Literacy , Prospective German Teachers , Foreign Language Education

Kaynakça

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