Genel Eğitimde ve Din Eğitiminde Yapay Zeka Kullanımının Sosyo-Psikolojik Etkileri Üzerine Bir Değerlendirme

Yıl 2025, Cilt: 22 Sayı: 3, 1388 - 1400, 31.12.2025

İsmail Demir

Öz

Bu çalışma, yapay zekâ (YZ) teknolojilerinin eğitim ortamlarında öğrenci ve öğretmenler üzerindeki bilişsel, duygusal, etik ve sosyal etkilerini İslamî eğitim felsefesi perspektifinden kapsamlı biçimde analiz etmeyi amaçlamaktadır. Araştırmada güncel literatür ışığında kavramsal analiz yapılmış; aynı zamanda İslamî değer sistemleri, eğitim felsefesi ve insan doğası merkezli yaklaşımlar çerçevesinde teorik bir çözümleme gerçekleştirilmiştir. Veriler; öğrencilerin psikolojik dayanıklılığı, öğretmenlerin mesleki kimlikleri, eğitimde etik karar süreçleri ve sosyal öğrenme dinamikleri gibi başlıklarda sınıflandırılarak değerlendirilmiştir. Araştırma bulgularına göre, yapay zekâ teknolojileri kişiselleştirilmiş öğrenme ve bilişsel gelişim açısından önemli avantajlar sağlarken; empati kaybı, sosyal izolasyon, algoritmik önyargılar, mahremiyet ihlalleri, öğretmen-robot etkileşimlerinde mesleki kimlik erozyonu ve dijital eşitsizlikler gibi ciddi psikososyal ve etik riskler taşımaktadır. Araştırmanın sonuçları, eğitimde insan onuruna, kültürel çeşitliliğe ve manevî gelişime saygılı, İslamî etikle uyumlu yapay zekâ uygulamalarına duyulan ihtiyacı ortaya koymaktadır. Yapay zekâ destekli öğrenme ortamlarında sadece akademik başarıya değil; ahlaki muhakeme, empati, sorumluluk bilinci ve ruhsal denge gibi boyutlara da öncelik verilmesi gerektiği vurgulanmaktadır.

Anahtar Kelimeler

Yapay Zeka , Eğitim , Psikoloji , Direniş Mekanizmaları

An Assessment of the Socio-Psychological Effects of the Use of Artificial Intelligence in General Education and Religious Education

Öz

This study aims to comprehensively analyze cognitive, emotional, ethical and social effects of artificial intelligence(AI) technologies on students and teachers in educational environments from perspective of Islamic education philosophy. In the research, conceptual analysis was conducted in the light of current literature; at the same time, a theoretical analysis was carried out within framework of Islamic value systems, educational philosophy and human nature-centered approaches. Data were classified and evaluated under headings such as students' psychological resilience, teachers' professional identities, ethical decision processes in education and social learning dynamics. According to research findings, while artificial intelligence technologies provide significant advantages in terms of personalized learning and cognitive development, they carry serious psychosocial and ethical risks such as loss of empathy, social isolation, algorithmic biases, privacy violations, erosion of professional identity in teacher-robot interactions and digital inequalities. The results of the study reveal the need for artificial intelligence applications that respect human dignity, cultural diversity and spiritual development in education and are compatible with Islamic ethics. It is emphasized that in AI-supported learning environments, priority should be given not only to academic success but also to dimensions such as moral reasoning, empathy, sense of responsibility and spiritual balance.

Anahtar Kelimeler

Artificial intelligence , Education , Psychology , Resistance Mechanisms

Kaynakça

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