AN EXAMINATION OF TURKISH TEACHER CANDIDATES' CONCERNS ABOUT USING ARTIFICIAL INTELLIGENCE TOOLS
17th INTERNATIONAL BASKENT CONGRESS ON SOCIAL, HUMANITIES, ADMINISTRATIVE, AND EDUCATIONAL SCIENCES CONGRESS, Ankara, Türkiye, 12 - 14 Şubat 2026, ss.857-867, (Tam Metin Bildiri)
- Yayın Türü: Bildiri / Tam Metin Bildiri
- Basıldığı Şehir: Ankara
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.857-867
- Atatürk Üniversitesi Adresli: Evet
Özet
This study aims to examine the anxieties experienced by Turkish language teacher candidates when
using artificial intelligence (AI) tools, the reasons underlying these anxieties, and the stages of the usage
process where anxiety intensifies, based on participant statements. Despite the increasing prevalence of
generative AI applications in educational settings, it has been observed that teacher candidates are not
entirely opposed to these tools; however, they approach their use critically and cautiously (UNESCO,
2023). The study identified that concerns are particularly concentrated in three dimensions: (i) the
accuracy and reliability of AI outputs (risk of false/misleading information, “persuasive but erroneous”
outputs), (ii) the concern that the use of artificial intelligence could superficialize learning and lead to
cognitive dullness, and (iii) uncertainties regarding the recording, storage, and transfer of data in the
context of privacy/data security. However, some participants indicated that they did not agree with the
view that learning would decrease and that they assessed the situation more as a “change of source,”
showing that perceptions differed. In terms of the timing of the concern, the majority of participants
stated that the concern arose particularly during use; some participants stated that the concern increased
after output due to the need for verification, while a smaller number of participants stated that it was felt
before starting, in relation to self-efficacy.
The research was conducted using the phenomenological approach, one of the qualitative research
designs. The study group consisted of 9 teacher candidates enrolled in the Turkish Language Teaching
Department at Atatürk University's Kazım Karabekir Faculty of Education during the 2025–2026
academic year. Data were collected using a semi-structured interview form consisting of five openended
questions administered via Google Forms. The data obtained were analyzed using content
analysis techniques; anxiety themes were created during the coding process. Inter-coder reliability was
calculated using Miles and Huberman's formula, and the reliability rate was determined to be 88%.
The research findings are expected to contribute to the planning of artificial intelligence literacy in
Turkish teacher training programs, ensuring it encompasses verification strategies, critical evaluation,
academic integrity, and data privacy dimensions, rather than being limited to technical usage skills. In
this regard, the study aims to provide a qualitative evidence-based framework for the pedagogically and
ethically responsible use of generative artificial intelligence in the context of Turkish language
education.