tebd Türk Eğitim Bilimleri Dergisi 2459-1912 Gazi Üniversitesi 10.37217/tebd.1782832 Higher Education Studies (Other) Yükseköğretim Çalışmaları (Diğer) Üniversite Öğrencilerinin Yapay Zekâ Okuryazarlıkları: Eğitim ve Mühendislik Fakültesi Öğrencileri Arasında Bir Karşılaştırma Artificial Intelligence Literacy among University Students: A Comparison Between Students in the Faculties of Education and Engineering https://orcid.org/0000-0003-4941-9331 Köse Neslihan BARTIN ÜNİVERSİTESİ Advanced Online Publication 184 203 09 12 2025 01 09 2026 Copyright © 2003, Türk Eğitim Bilimleri Dergisi 2003 Türk Eğitim Bilimleri Dergisi

İçinde yaşadığımız yüzyılda yapay zekâ birçok alanda dönüştürücü bir güç haline gelmiş ve bu durum, kısa bir sürede yapay zekâ okuryazarlığını kritik bir beceri haline getirmiştir. Bu doğrultuda bu araştırmanın amacı, eğitim ve mühendislik fakültelerinde öğrenim gören üniversite öğrencilerinin yapay zekâ okuryazarlık düzeylerini belirlemek; yapay zekâ okuryazarlık düzeylerinin farklı değişkenlerine göre anlamlı olarak farklılaşıp farklılaşmadığını tespit etmektir. Araştırma, nicel araştırma desenlerinden betimsel tarama modeli ile yürütülmüş; veriler 2025 yılı bahar döneminde 344 lisans öğrencisinden toplanmıştır. Araştırma sonuçları, öğrencilerin yapay zekâ okuryazarlık düzeylerinin orta seviyede olduğunu, cinsiyete göre bakıldığında genel yapay zekâ okuryazarlık düzeylerinin ve teknik anlama boyutundaki okuryazarlık düzeylerinin kadın ve erkek öğrenciler arasında erkek öğrenciler lehine anlamlı olarak farklılaştığını, mühendislik fakültesi öğrencilerinin puanlarının teknik anlama boyutunda eğitim fakültesi öğrencilerine göre anlamlı olarak daha yüksek olduğunu, sınıf düzeyinde ise herhangi bir farklılık olmadığını göstermiştir. Bu sonuçlar, üniversite öğrencilerinin yapay zekâ bilgilerini ve becerilerini geliştirmeye yönelik eğitim programlarının farklı lisans programlarında farklı ihtiyaçlara göre zenginleştirilmesi gerektiğini göstermektedir.

In today’s world, artificial intelligence has emerged as a transformative factor across numerous areas, thereby making artificial intelligence literacy a critical competency within a remarkably short period of time. Accordingly, the purpose of this study is to determine the artificial intelligence literacy levels of students studying at the faculties of education and engineering and to examine whether these levels differ by various demographic variables. The research was designed as quantitative research with a descriptive survey model and data were collected from 344 undergraduate students during the spring semester of 2025. The results revealed that students’ artificial intelligence literacy levels were at a moderate level; male students had significantly higher scores in overall artificial intelligence literacy and in the technical understanding dimension compared to female students; and students from the faculty of engineering scored significantly higher in technical understanding than those from the faculty of education. No significant difference was found across grade levels. These findings suggest that curricula aimed at enhancing university students’ artificial intelligence-related knowledge and skills should be enriched based on the diverse needs of students enrolled in different undergraduate programs.

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