Investigation of Digital Competencies and Artificial Intelligence Literacy of Special Education Students
Abstract
Bu çalışmanın amacı, çeşitli üniversitelere kayıtlı özel eğitim öğrencilerinin dijital yeterliliklerini ve yapay zekâ okuryazarlık düzeylerini belirlemek ve bu değişkenleri cinsiyet ve sınıf düzeyi açısından incelemektir. Araştırma nicel yöntem kullanılarak yürütülmüş olup, betimsel ve ilişkisel bir çalışma olarak tasarlanmıştır. Örneklem, çevrimiçi anketi doldurarak gönüllü olarak katılan özel eğitim bölümlerinde okuyan 234 üniversite öğrencisinden oluşmaktadır. Çalışmada veri toplama araçları olarak "Öğretmen Adayları İçin Dijital Yeterlilik Algılama Ölçeği" ve "Yapay Zekâ Okuryazarlığı Ölçeği" kullanılmıştır. Veriler, SPSS 27.0 programı aracılığıyla ANOVA ve bağımsız örneklem t-testleri kullanılarak analiz edilmiştir. Sonuçlara göre, özel eğitim öğrencilerinin dijital yeterlilik ve yapay zekâ okuryazarlık düzeyleri yüksektir. Dijital yeterlilik genel puanlarında cinsiyet açısından erkek öğrenciler lehine anlamlı bir fark bulunmuştur. Buna karşılık, yapay zekâ okuryazarlığında cinsiyet farklılıkları sınırlı olmuştur. Sınıf düzeyine bakıldığında, dijital yeterliliğin alt boyutlarında anlamlı farklılıklar gözlenirken, yapay zekâ okuryazarlığında sınıf düzeyinin etkisi daha belirgindir. Öz yeterliliğin üst sınıflarda arttığı görülmüştür. Regresyon analizi, dijital yeterliliklerin yapay zekâ okuryazarlığının önemli bir yordayıcısı olduğunu ve varyansın %39'unu açıkladığını ortaya koymuştur. Bu bağlamda, eğitim kurumlarının dijital yeterlilik eğitimini yapay zekâ okuryazarlığı modülleriyle entegre ederek öğretmen yetiştirme programlarını güncellemeleri önerilmektedir. Ayrıca, araştırmacıların katılımcı deneyimlerini daha derinlemesine anlamak ve nicel bulguları üçgenlemek için nitel veri toplama yöntemlerini kullanmaları teşvik edilmektedir.
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DOI: https://doi.org/10.51383/ijonmes.2025.430
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