ChatGPT Okuryazarlığı ve Sürdürülebilirlik Algılarının Etkileşimi: Üniversite Düzeyindeki Yabancı Dil Olarak İngilizce Öğrenen Öğrencilerinden Elde Edilen Kanıtlar

Yıl 2026, Cilt: 26 Sayı: 1, 233 - 254, 28.03.2026

Halenur Ocaktan Çeliktürk , Serhat Başar

https://doi.org/10.18037/ausbd.1749050

https://izlik.org/JA88EP74XJ

Öz

Yapay zekâ (YZ) teknolojileri ve ChatGPT gibi kapsamlı dil modelleri eğitim alanına giderek daha fazla entegre olmaktadır ancak bu uygulamaların sürdürülebilir kullanımı önemli bir endişe kaynağı olarak ortaya çıkmaktadır. Bu çalışma, Türkiye’de üniversite düzeyinde İngilizceyi yabancı dil olarak (EFL) öğrenen öğrencilerin ChatGPT okuryazarlığı ile sürdürülebilirlik algıları arasındaki ilişkiyi incelemektedir. Kesitsel korelasyonel bir tasarım kullanılarak veriler, Türkiye’nin dört şehrindeki (İstanbul, İzmir, Diyarbakır ve Bursa) 147 üniversite öğrencisinden, ChatGPT okuryazarlığı ve sürdürülebilirlik algısını ölçen ölçekler aracılığıyla toplanmıştır. Veriler, Spearman korelasyonu, Mann–Whitney U ve Kruskal–Wallis testleri de dâhil olmak üzere betimsel ve çıkarımsal istatistiklerle analiz edilmiştir. Bulgular, ChatGPT okuryazarlığı ile sürdürülebilirlik algısı arasında istatistiksel olarak anlamlı pozitif bir korelasyon (Spearman ρ = .543, p < .001) olduğunu göstermektedir. Bu korelasyon, yapay zekâ araçlarında daha yüksek okuryazarlığın, çevresel, sosyal ve ekonomik sürdürülebilirlik konularında farkındalık geliştirme olasılığını artırabileceğini ortaya koymaktadır. Mevcut ChatGPT okuryazarlığı düzeyine bakıldığında, öğrenciler eleştirel ve etik boyutlara kıyasla ChatGPT’nin yaratıcı ve iletişimsel uygulamalarında orta düzeyde daha yüksek bir yeterlilik bildirmişlerdir. Benzer şekilde, öğrenciler orta düzeyde yüksek bir sürdürülebilirlik algısı bildirmiş olup bilişsel farkındalık ile davranışsal eylemler arasında bir fark gözlemlenmiştir. Cinsiyet ve bölgesel farklılıklar, sürdürülebilirliğe yönelik duygusal tepkilerdeki cinsiyete dayalı farklılıklar dışında, istatistiksel olarak anlamlı bulunmamıştır. Bulgular, dönüştürücü ve etik uygulamaları teşvik etmek amacıyla yapay zekâ okuryazarlığı ve sürdürülebilirlik eğitimlerinin İngilizce yabancı dil (EFL) müfredatına dâhil edilmesinin artan önemini vurgulamaktadır. Çalışma, ChatGPT okuryazarlığının geliştirilmesinin, öğrencileri karmaşık teknolojik ve ekolojik geleceklere hazırlamak için sürdürülebilirlik hedefleriyle nasıl kesişebileceğini ortaya koymaktadır.

Anahtar Kelimeler

ChatGPT okuryazarlığı , sürdürülebilirlik algısı , eğitimde yapay zeka , yabancı dil olarak İngilizce (EFL) , yükseköğretim

The Interplay of ChatGPT Literacy and Sustainability Perceptions: Evidence from Tertiary-Level EFL Learners

https://izlik.org/JA88EP74XJ

Öz

Artificial intelligence (AI) technologies, extensive language models like ChatGPT, are becoming increasingly integrated into educational environments; however, their sustainable use is emerging as a substantial concern. This study explores the relationship between ChatGPT literacy and sustainability perceptions of tertiary-level English as a Foreign Language (EFL) learners in Türkiye. Through a cross-sectional correlational design, the data were collected from 147 tertiary-level EFL students across four cities in Türkiye. The participants completed instruments measuring ChatGPT literacy and sustainability perception. The data were analyzed through descriptive and inferential statistics, including Spearman’s correlation, Mann-Whitney U, and Kruskal-Wallis tests. The findings reveal a statistically significant positive correlation (Spearman’s ρ=.543, p <.001) between ChatGPT literacy and sustainability perception, indicating that higher literacy in AI tools may increase the likelihood of developing an awareness of environmental, social, and economic sustainability issues. Regarding the current level of ChatGPT literacy, the learners reported moderately stronger competence in ChatGPT’s creative and communicative applications than in critical and ethical dimensions. Likewise, while the learners reported moderately high sustainability perception, a gap emerged between cognitive awareness and behavioral actions. Gender and regional differences were not statistically significant in either variable, except for gender-based variation in affective responses to sustainability. The findings underline the emerging need to incorporate AI literacy and sustainability education into EFL curricula to promote transformative and ethical practices. The study highlights how fostering ChatGPT literacy can intersect with sustainability goals to prepare learners for complex technological and ecological futures.

Anahtar Kelimeler

ChatGPT literacy , sustainability perception , artificial intelligence in education , English as a Foreign Language (EFL) , higher education

Kaynakça

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