Yükseköğretimde Dijital Dünyanın İki Yüzü: Yapay Zeka Okuryazarlığı ile Dijital Vatandaşlık İlişkisi

Öz

Bu araştırmanın amacı, yükseköğretim öğrencilerinin dijital vatandaşlık düzeyleri ile yapay zekâ okuryazarlıkları arasındaki ilişkiyi incelemek ve bu ilişkiye yönelik öğrenci algı ve deneyimlerini bütüncül biçimde ortaya koymaktır. Bu doğrultuda araştırmada, dijital vatandaşlığın yapay zekâ okuryazarlığını yordama düzeyi ve yönü ile, nicel bulguların öğrenciler tarafından nasıl anlamlandırıldığı sorularına yanıt aranmıştır. Araştırma, sıralı açıklayıcı karma yöntem deseni ile yürütülmüştür. Nicel aşamada “Yapay Zekâ Okuryazarlığı Ölçeği” ve “Dijital Vatandaşlık Ölçeği” kullanılmış; veriler korelasyon ve çoklu regresyon analizleri ile çözümlenmiştir. Nicel bulgular doğrultusunda belirlenen farklı puan profillerine sahip katılımcılar arasından amaçlı örnekleme ile seçilen öğrencilerle yarı yapılandırılmış görüşmeler gerçekleştirilmiş ve veriler bütüncül olarak analiz edilmiştir. Nicel bulgular, dijital vatandaşlığın yapay zekâ okuryazarlığını pozitif ve anlamlı bir şekilde yordadığını göstermektedir. Alt boyutlar incelendiğinde, eleştirel bakış açısının yapay zekâ okuryazarlığını negatif ve anlamlı düzeyde yordadığı belirlenmiştir. Elde edilen bulgular, modelin genel olarak anlamlı olduğunu ortaya koymaktadır. Nitel bulgular, dijital vatandaşlığın öğrenciler tarafından yapay zekâ kullanımını yönlendiren etik ve sorumluluk temelli bir çerçeve olarak algılandığını göstermektedir. Ayrıca eleştirel bakış açısının negatif yordayıcı rolü, yapay zekâ kullanımını sınırlayan bir eksiklikten ziyade, kullanım biçimini sorgulayan ve düzenleyen bir farkındalık düzeyi ile ilişkilendirilmektedir. Elde edilen sonuçlar, dijital vatandaşlığın yapay zekâ okuryazarlığının önemli bir belirleyicisi olduğunu ve bu ilişkinin yalnızca teknik değil, etik ve toplumsal boyutlarla da şekillendiğini ortaya koymaktadır.

Anahtar Kelimeler

• dijital vatandaşlık
• yapay zeka okuryazarlığı
• yükseköğretim
• karma yöntem.

The Two Faces of the Digital World in Higher Education: The Relationship Between Artificial Intelligence Literacy and Digital Citizenship

Öz

This study aims to examine the relationship between higher education students’ digital citizenship levels and their artificial intelligence literacy, and to provide a comprehensive understanding of how students interpret this relationship through their perceptions and experiences. Accordingly, the study addresses, the direction and predictive power of digital citizenship on AI literacy and, how students make sense of the quantitative findings. The research was designed using a sequential explanatory mixed-methods approach. In the quantitative phase, data were collected using the “AI Literacy Scale” and the “Digital Citizenship Scale” and analyzed through correlation and multiple regression analyses. Based on the quantitative results, participants with differing score profiles were selected via purposive sampling, and qualitative data were collected through semi-structured interviews to further explain and interpret the quantitative findings. The quantitative results indicated that digital citizenship is a positive and significant predictor of AI literacy. At the dimensional level, critical perspective was found to be a negative and significant predictor. Overall, the regression model was statistically significant. The qualitative findings revealed that students conceptualize digital citizenship not merely as a set of technical competencies but as an ethical and responsibility-oriented framework guiding their AI use. Moreover, the negative predictive role of critical perspective was associated with a reflective awareness that regulates and questions AI use rather than indicating a deficiency. Overall, the findings suggest that digital citizenship is a key determinant of AI literacy, shaped not only by technical competencies but also by ethical and societal considerations.

Anahtar Kelimeler

• digital citizenship
• artificial intelligence literacy
• higher education
• mixed methods

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