Artificial Intelligence in Education for Teachers, Academics and Students in Turkey: A Systematic Review
- AIOR Admin
- Sep 12
- 2 min read
Aydın, Şenay
Gumushane University, Turkey
This research aims to examine the current state of integrating artificial intelligence into education and training processes from the perspectives of teachers, academics and students. The systematic review method, a qualitative research approach, was employed in conducting the research. An evaluation was conducted based on research theses in Turkey, focusing on education and training, and including artificial intelligence in education (AIEd) applications for teachers, academics, and students. As a result of the search in the Council of Higher Education (YÖK) thesis center, 71 theses were identified by searching the keyword "artificial intelligence" in the title and abstract sections of the theses related to "Education and Training". The data obtained from the theses were analyzed by the content analysis method. An evaluation was conducted on the use of artificial intelligence technologies in education by examining their distribution according to years, sample groups, study areas, topics, variables addressed, and the results of these variables. According to the findings, there has been a significant increase in the studies on the use of AIEd in the last year. Artificial intelligence is primarily used in language teaching, followed by studies in computer programming and science. Artificial intelligence supported teaching environments, creating course materials with AI, and using tools such as chatbots in teaching processes are among the popular topics. Studies on AIEd have examined numerous variables, examining students' cognitive, skill-based, and affective learning outcomes. While the use of AI has been found to positively impact academic achievement, metacognitive behaviors, and sustained learning, skill-based learning has also yielded positive results in variables such as writing and reading skills in foreign language teaching, problem-solving skills, and creativity, as well as affective learning outcomes such as attitude, satisfaction, and motivation. While teachers and academics' awareness of AI is high, their readiness and anxiety levels are moderate. While teachers stated that they need practical in-service training on the educational use of AI, they have been identified as having some pedagogical, ethical, and technical concerns regarding the use of AIEd. These results are thought to guide new research on the use of AIEd.
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