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The Role and Perspectives of Teachers in Artificial Intelligence Studies in Education

Yıl 2025, Cilt: 14 Sayı: 2, 344 - 357

Mustafa Yurtsever , Güzin Gül Yurtsever

Öz

Education is considered a vital part for the development of society and has historically undergone continuous changes. In the past, education methods, content, concepts, and models have changed over time in line with the needs of society and technological developments. Recently, the importance and impact of harnessing the potentials of Artificial Intelligence in the field of education have been increasing. This study aims to examine the impact of artificial intelligence integration in K-12 education on teachers. The research focuses on three main categories: teachers' roles, their perspectives, and student-teacher interaction. To accomplish this, a systematic literature review was conducted, analyzing articles published between 2018 and 2023 in databases such as Web of Science, TR-Dizin, Scopus, and Google Scholar. According to the first research result, 130 results were found, and 18 articles were included in the research as a result of the examinations made according to the research criteria. As a result, AI has gained a significant place in educational technological advancements, and it has the potential to help teachers provide better education to students. However, there are some points to consider in the integration of AI into educational processes. Providing teachers with education and support regarding the use of AI in education will enable them to utilize this technology effectively. Preserving educational models that support human interaction and emotional connections is also crucial. In this way, the potential of AI in education can be best evaluated, contributing to students' development as more successful and capable individuals.

Anahtar Kelimeler

Artificial intelligence k-12 teacher’s role education teacher teacher-student interaction in the context of artificial intelligence

Kaynakça

  • Adams, C., Pente, P., Lemermeyer, G., Turville, J., & Rockwell, G. (2022). Artificial Intelligence and teachers’ new ethical obligations. The International Review of Information Ethics, 31(1), 1-18. https://doi.org/10.29173/irie483
  • Adams, C., Pente, P., Lemermeyer, G., & Rockwell, G. (2023). Ethical principles for artificial intelligence in K-12 education. Computers and Education: Artificial Intelligence, 4, 100131. https://doi.org/10.1016/j.caeai.2023.100131
  • Ahmad, S. F., Alam, M. M., Rahmat, M. K., Mubarik, M. S., & Hyder, S. I. (2022). Academic and administrative role of artificial intelligence in education. Sustainability, 14(3), 1101. https://doi.org/10.3390/su14031101
  • Ahmad, S. F., Rahmat, M. K., Mubarik, M. S., Alam, M. M., & Hyder, S. I. (2021). Artificial intelligence and its role in education. Sustainability, 13(22), 12902. https://doi.org/10.3390/su132212902
  • Akdeniz, M., & Özdinç, F. (2021). Eğitimde Yapay Zeka Konusunda Türkiye Adresli Çalışmaların İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 912-932. https://doi.org/10.33711/yyuefd.938734
  • Amro, F., & Borup, J. (2019). Exploring blended teacher roles and obstacles to success when using personalized learning software. Journal of Online Learning Research, 5(3), 229-250.
  • An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2023). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187-5208. https://doi.org/10.1007/s10639-022-11286-z.
  • Antonenko, P., & Abramowitz, B. (2023). In-service teachers’(mis) conceptions of artificial intelligence in K-12 science education. Journal of Research on Technology in Education, 55(1), 64-78. https://doi.org/10.1080/15391523.2022.2119450
  • Arslan, K. (2020). Eğitimde yapay zekâ ve uygulamaları. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71-88. Bahçeci, F., & Gürol, M. (2010). Eğitimde akıllı öğretim sistemleri uygulamalarına yönelik bir model önerisi. Engineering Sciences, 5(2), 121-128.
  • Ben Ayed, R., & Hanana, M. (2021). Artificial intelligence to improve the food and agriculture sector. Journal of Food Quality, 2021, 1-7. https://doi.org/10.1155/2021/5584754
  • Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldán, A. E., & Rodríguez, M. E. (2021). Artificial intelligence and reflections from educational landscape: A review of AI Studies in half a century. Sustainability, 13(2), 800. https://doi.org/10.3390/su13020800
  • Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
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Eğitimde Yapay Zekâ Çalışmalarında Öğretmenlerin Rolü ve Bakış Açıları

Yıl 2025, Cilt: 14 Sayı: 2, 344 - 357

Mustafa Yurtsever , Güzin Gül Yurtsever

Öz

Eğitim, toplumun gelişimi için hayati bir unsur olarak kabul edilmektedir ve tarihsel olarak sürekli değişim göstermektedir. Geçmişte eğitim yöntemleri, içerikleri, kavramları ve modelleri zamanla toplumun ihtiyaçları ve teknolojik gelişmelerle paralel olarak değişmiştir. Son dönemde ise eğitim alanında Yapay zekanın potansiyellerinden yararlanmanın önemi ve etkisi giderek artmaktadır. Bu araştırma, K-12 eğitiminde yapay zekânın entegrasyonunun öğretmenler üzerindeki etkisini incelemeyi amaçlamaktadır. Araştırmada, öğretmenlerin rolü, bakış açıları ve öğrenci-öğretmen etkileşimi olmak üzere üç temel kategori ele alınmıştır. Bu amaçla, Web of Science, TR-Dizin, Scopus ve Google Akademik veri tabanlarında 2018 ile 2023 yılları arasında yayınlanan makaleler üzerine sistematik bir alanyazın taraması yapılmıştır. İlk araştırma sonucuna göre, 130 sonuç bulunmuş, araştırma kriterlerine göre yapılan incelemeler sonucu 18 makale araştırmaya dahil edilmiştir. Sonuç olarak, YZ eğitimdeki teknolojik gelişmelerle birlikte önemli bir yer edinmiştir ve öğretmenlerin öğrencilere daha iyi bir eğitim sunmalarına yardımcı olabilecek birçok potansiyeli vardır. Ancak, YZ'nin eğitim süreçlerine entegrasyonunda dikkat edilmesi gereken bazı noktalar vardır. Öğretmenlerin eğitimde YZ kullanımına yönelik eğitimi ve desteği, bu teknolojiyi etkili bir şekilde kullanmalarını sağlayacaktır. İnsan etkileşimini ve duygusal bağlantıları destekleyen eğitim modellerinin de korunması önemlidir. Bu sayede, YZ'nin eğitim alanındaki potansiyeli en iyi şekilde değerlendirilerek, öğrencilerin daha başarılı ve donanımlı bireyler olarak yetişmelerine katkı sağlanabilir.

Anahtar Kelimeler

Yapay Zeka K-12 Öğretmenin Rolü Eğitim öğretmenin yapay zekaya bakış açısı yapay zeka bağlamında öğretmen-öğrenci etkileşimi

Kaynakça

  • Adams, C., Pente, P., Lemermeyer, G., Turville, J., & Rockwell, G. (2022). Artificial Intelligence and teachers’ new ethical obligations. The International Review of Information Ethics, 31(1), 1-18. https://doi.org/10.29173/irie483
  • Adams, C., Pente, P., Lemermeyer, G., & Rockwell, G. (2023). Ethical principles for artificial intelligence in K-12 education. Computers and Education: Artificial Intelligence, 4, 100131. https://doi.org/10.1016/j.caeai.2023.100131
  • Ahmad, S. F., Alam, M. M., Rahmat, M. K., Mubarik, M. S., & Hyder, S. I. (2022). Academic and administrative role of artificial intelligence in education. Sustainability, 14(3), 1101. https://doi.org/10.3390/su14031101
  • Ahmad, S. F., Rahmat, M. K., Mubarik, M. S., Alam, M. M., & Hyder, S. I. (2021). Artificial intelligence and its role in education. Sustainability, 13(22), 12902. https://doi.org/10.3390/su132212902
  • Akdeniz, M., & Özdinç, F. (2021). Eğitimde Yapay Zeka Konusunda Türkiye Adresli Çalışmaların İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 912-932. https://doi.org/10.33711/yyuefd.938734
  • Amro, F., & Borup, J. (2019). Exploring blended teacher roles and obstacles to success when using personalized learning software. Journal of Online Learning Research, 5(3), 229-250.
  • An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2023). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187-5208. https://doi.org/10.1007/s10639-022-11286-z.
  • Antonenko, P., & Abramowitz, B. (2023). In-service teachers’(mis) conceptions of artificial intelligence in K-12 science education. Journal of Research on Technology in Education, 55(1), 64-78. https://doi.org/10.1080/15391523.2022.2119450
  • Arslan, K. (2020). Eğitimde yapay zekâ ve uygulamaları. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71-88. Bahçeci, F., & Gürol, M. (2010). Eğitimde akıllı öğretim sistemleri uygulamalarına yönelik bir model önerisi. Engineering Sciences, 5(2), 121-128.
  • Ben Ayed, R., & Hanana, M. (2021). Artificial intelligence to improve the food and agriculture sector. Journal of Food Quality, 2021, 1-7. https://doi.org/10.1155/2021/5584754
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  • Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
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  • Dülger, E. D., & Gümüşeli, A. İ. (2023). Okul Müdürleri ve Öğretmenlerin Eğitimde Yapay Zekâ Kullanılmasına İlişkin Görüşleri. ISPEC International Journal of Social Sciences & Humanities, 7(1), 133-153. https://doi.org/10.5281/zenodo.7766578
  • Edwards, B. I., & Cheok, A. D. (2018). Why not robot teachers: artificial intelligence for addressing teacher shortage. Applied Artificial Intelligence, 32(4), 345-360. https://doi.org/10.1080/08839514.2018.1464286
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  • Esteva, A., Kuprel, B., Novoa, R.A., Ko, J., Swetter, S.M., Blau, H.M., & Thrun, S. (2017). Dermatologist-level classification of skin cancer with deep neural networks. Nature, 542(7639), 115-118. https://doi.org/10.1038/nature21056
  • Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., ... & Vayena, E. (2021). An ethical framework for a good AI Society: Opportunities, risks, principles, and recommendations. Ethics, governance, and policies in artificial intelligence, 19-39. https://doi.org/10.1007/s11023-018-9482-5
  • Gong, T. J., Yao, X. X., & Ma, W. (2018). GRE: An adaptive and personalized exercise model for K-12 online education. In Proceedings of the 2018 2nd International Conference on Education and E-Learning (pp. 48-54). Indonesia. https://doi.org/10.1145/3291078.3291118.
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  • Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., ... & Utterberg, M. (2019). Critical imaginaries and reflections on artificial intelligence and robots in postdigital K-12 education. Postdigital Science and Education, 1, 427-445. https://doi.org/10.1016/j.knosys.2016.02.010.
  • Hamet, P., & Tremblay, J. (2017). Artificial intelligence in medicine. Metabolism, 69, S36-S40. https://doi.org/10.1016/j.metabol.2017.01.011
  • Heyneman, S. P., & Loxley, W. A. (1983). The effect of primary-school quality on academic achievement across twenty-nine high-and low-income countries. American Journal of sociology, 88(6), 1162-1194.
  • Holstein, K., & Aleven, V. (2022). Designing for human–AI complementarity in K-12 education. AI Magazine, 43(2), 239-248. https://doi.org/10.1002/aaai.12058
  • Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001
  • İncemen, S., & Öztürk, G. (2024). Farklı eğitim alanlarında yapay zekâ: Uygulama örnekleri. International Journal of Computers in Education, 7(1), 27-49. https://doi.org/10.5281/zenodo.12600022
  • Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33.
  • Karumbaiah, S., Borchers, C., Shou, T., Falhs, A. C., Liu, P., Nagashima, T., ... & Aleven, V. (2023, June). A spatiotemporal analysis of teacher practices in supporting student learning and engagement in an AI-enabled classroom. In International Conference on Artificial Intelligence in Education (pp. 450-462). Cham: Springer Nature Switzerland.
  • Keskin, F. D., Çiçekli, U., & Doğukan, İ. Ç. L. İ. (2019). Prediction of Failure Categories in Plastic Extrusion Process with Deep Learning. Journal of Intelligent Systems: Theory and Applications, 5(1), 27-34. https://doi.org/10.38016/jista.878854
  • Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: Perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), 6069-6104. https://doi.org/10.1007/s10639-021-10831-6
  • Köse, B. B., Radıf, H., Uyar, B., Baysal, İ., & Demirci, N. (2024). Öğretmen Görüşlerine Göre Eğitimde Yapay Zekanın Önemi. Journal of Socıal, Humanıtıes And Admınıstratıve Scıences (JOSHAS), 9(71), 4203-4209.
  • Kuleto, V., Ilić, M. P., Bucea-Manea-Țoniş, R., Ciocodeică, D. F., Mihălcescu, H., & Mindrescu, V. (2022). The Attitudes of K–12 Schools’ Teachers in Serbia towards the Potential of Artificial Intelligence. Sustainability, 14(14), 8636. https://doi.org/10.3390/su14148636
  • Kutlucan, E., & Seferoğlu, S. S. (2024). Eğitimde Yapay Zekâ Kullanımı: ChatGPT’nin KEFE ve PEST Analizi. Türk Eğitim Bilimleri Dergisi, 22(2), 1059-1083.
  • Lameras, P., & Arnab, S. (2021). Power to the teachers: an exploratory review on artificial intelligence in education. Information, 13(1), 14. https://doi.org/10.3390/info13010014.
  • Lee, K. J., Choi, Y. S., & Kim, J. E. (2011). Building an automated English sentence evaluation system for students learning English as a second language. Computer Speech & Language, 25(2), 246-260. https://doi.org/10.1016/j.csl.2010.05.001.
  • Lindner, A., Romeike, R., Jasute, E., & Pozdniakov, S. (2019). Teachers’ perspectives on artificial intelligence. In 12th International conference on informatics in schools,“Situation, evaluation and perspectives”, ISSEP.
  • Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for Ai in Education. Pearson London.
  • Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The Future of Artificial Intelligence in Special Education Technology. Journal of Special Education Technology, 38(3), 404-416. https://doi.org/10.1177/01626434231165977
  • Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. J., Cohen, W. W., & Koedinger, K. R. (2011). Learning by teaching SimStudent–An initial classroom baseline study comparing with Cognitive Tutor. In Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand.
  • Nasir, N., Kansal, A., Alshaltone, O., Barneih, F., Sameer, M., Shanableh, A., & Al-Shamma'a, A. (2022). Water quality classification using machine learning algorithms. Journal of Water Process Engineering, 48, 102920.
  • Nazaretsky, T., Ariely, M., Cukurova, M., & Alexandron, G. (2022). Teachers' trust in AI‐powered educational technology and a professional development program to improve it. British journal of educational technology, 53(4), 914-931. https://doi.org/10.1111/bjet.13232
  • Nikolskaia, K., & Naumov, V. (2020). Artificial Intelligence in Law. In 2020 International Multi-Conference on Industrial Engineering and Modern Technologies (FarEastCon) (pp. 1-4). IEEE. 10.1109/FarEastCon50210.2020.9271095
  • Niu, S. J., Luo, J., Niemi, H., Li, X., & Lu, Y. (2022). Teachers’ and students’ views of using an AI-aided educational platform for supporting teaching and learning at Chinese schools. Education Sciences, 12(12), 858. https://doi.org/10.3390/educsci12120858
  • Ocaña-Fernández, Y., Valenzuela-Fernández, L. A., & Garro-Aburto, L. L. (2019). Artificial Intelligence and Its Implications in Higher Education. Journal of Educational Psychology-Propositos y Representaciones, 7(2), 553-568.doi:http://dx.doi.org/10.20511/pyr2019.v7n2.27
  • Özdemir, A., & Gelbal, S. (2016). İlköğretim ve ortaöğretim başarı ölçülerinin yükseköğretime geçiş sınav puanlarını yordama gücü. Journal of Measurement and Evaluation in Education and Psychology, 7(2), 309-334. DOI: 10.21031/epod.277887
  • Özdemir, D., & Karaman, S. (2017). Investigating interactions between students with mild mental retardation and humanoid robot in terms of feedback types. Egitim ve Bilim, 42(191). doi: 10.15390/EB.2017.6948
  • Ozdemir, D., & Ozturk, F. (2022). The investigation of Mobile virtual reality application instructional content in geography education: Academic achievement, presence, and student interaction. International Journal of Human–Computer Interaction, 38(16), 1487-1503. https://doi.org/10.1080/10447318.2022.2045070
  • Pai, K. C., Kuo, B. C., Liao, C. H., & Liu, Y. M. (2021). An application of Chinese dialogue-based intelligent tutoring system in remedial instruction for mathematics learning. Educational Psychology, 41(2), 137-152. https://doi.org/10.1080/01443410.2020.1731427
  • Pallathadka, H., Ramirez-Asis, E. H., Loli-Poma, T. P., Kaliyaperumal, K., Ventayen, R. J. M., & Naved, M. (2023). Applications of artificial intelligence in business management, e-commerce and finance. Materials Today: Proceedings, 80, 2610-2613. https://doi.org/10.1016/j.matpr.2021.06.419
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. International journal of surgery, 88. https://doi.org/10.1016/j.ijsu.2021.105906
  • Pelaez, A., Jacobson, A., Trias, K., & Winston, E. (2022). The Turing Teacher: Identifying core attributes for AI learning in K-12. Frontiers in Artificial Intelligence, 5, 1031450. https://doi.org/10.3389/frai.2022.1031450
  • Rensfeldt, A. B., & Rahm, L. (2023). Automating Teacher Work? A History of the Politics of Automation and Artificial Intelligence in Education. Postdigital Science and Education, 5(1), 25-43. https://doi.org/10.1007/s42438-022-00344-x
  • Salehi, H., & Burgueño, R. (2018). Emerging artificial intelligence methods in structural engineering. Engineering structures, 171, 170-189. https://doi.org/10.1016/j.engstruct.2018.05.084
  • Seyrek, M., Yıldız, S., Emeksiz, H., Şahin, A., & Türkmen, M. T. (2024). Öğretmenlerin Eğitimde Yapay Zeka Kullanımına Yönelik Algıları. International Journal of Social and Humanities Sciences Research (JSHSR), 11(106), 845-856.
  • Şenel, F. A. (2020). Makine Öğrenmesi Algoritmaları Kullanılarak Kayısı İç Çekirdeklerinin Sınıflandırılması. Bitlis Eren Üniversitesi Fen Bilimleri Dergisi, 9(2), 807-815.
  • Tack, A., & Piech, C. (2022). The AI teacher test: Measuring the pedagogical ability of blender and GPT-3 in educational dialogues. arXiv preprint arXiv:2205.07540. https://doi.org/10.48550/arXiv.2205.07540
  • Tekin, N. (2023). Eğitimde Yapay Zekâ: Türkiye Kaynaklı Araştırmaların Eğilimleri Üzerine Bir İçerik Analizi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 387-411.
  • Uzun, Y., Tümtürk, A. Y., & Öztürk, H. (2021). Günümüzde ve gelecekte eğitim alanında kullanılan yapay zeka. In 1st International Conference on Applied Engineering and Natural Sciences (pp. 1-3).
  • Wang, P. (2019). On defining artificial intelligence. Journal of Artificial General Intelligence, 10(2), 1-37. doi: 10.2478/jagi-2019-0002
  • Yurtsever, M. (2022). Lstm yöntemi ile ekonomik göstergeler kullanılarak otomobil satış tahmini. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 12 (3), 1481-1492. doi: 10.30783/nevsosbilen.987093
  • Zafari, M., Bazargani, J. S., Sadeghi-Niaraki, A., & Choi, S. M. (2022). Artificial intelligence applications in K-12 education: A systematic literature review. IEEE Access, 10, 61905-61921. doi: 10.1109/ACCESS.2022.3179356.
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Teknolojisi ve Bilgi İşlem
Bölüm Araştırma Makalesi
Yazarlar

Mustafa Yurtsever 0000-0003-2232-0542

Güzin Gül Yurtsever 0009-0006-2389-0167

Erken Görünüm Tarihi 19 Haziran 2025
Yayımlanma Tarihi
Gönderilme Tarihi 15 Mart 2024
Kabul Tarihi 7 Şubat 2025
Yayımlandığı Sayı Yıl 2025Cilt: 14 Sayı: 2

Kaynak Göster

APA Yurtsever, M., & Yurtsever, G. G. (2025). Eğitimde Yapay Zekâ Çalışmalarında Öğretmenlerin Rolü ve Bakış Açıları. Cumhuriyet Uluslararası Eğitim Dergisi, 14(2), 344-357. https://doi.org/10.30703/cije.1453360

e-ISSN: 2147-1606