SavedAdd your journal

Journals / Anadolu Üniversitesi Sosyal Bilimler Dergisi / 2026 / Cilt: 26 Sayı: 2

Bibliometric Analysis of Studies on Artificial Intelligence Literacy

YAPAY ZEKÂ OKURYAZARLIĞI ALANINDA YAPILAN ÇALIŞMALARIN BİBLİYOMETRİK ANALİZİ

Derya Çetinoğlu(KAPADOKYA ÜNİVERSİTESİ, UYGULAMALI BİLİMLER YÜKSEKOKULU)0000-0001-7903-987X
Ahmet Dolmacı(Düzce University)0000-0002-0053-9669
Pages
1083–1098
Publication Date
2026-06-28
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Future research is recommended to explore the relationships between AI literacy, digital literacy, and critical thinking, with a focus on teacher education, K–12 practical studies, and emerging themes such as augmented reality, chatbot design, and issues of accessibility and AI dependency.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to examine research on artificial intelligence literacy, a competency increasingly emphasized as essential for individuals to participate effectively in today’s digital age, through bibliometric analysis.
📊
Key Findings & Data:It covers 286 academic documents published between 2006 and 2025 in the Web of Science (WOS) database.
💡
Conclusion & Impact:Future research is recommended to explore the relationships between AI literacy, digital literacy, and critical thinking, with a focus on teacher education, K–12 practical studies, and emerging themes such as augmented reality, chatbot design, and issues of accessibility and AI dependency.
🔬Design:Derleme
📍Scope:2006 Verileri
⚙️Variables:Yapay zekâ okuryazarlığı · yapay zeka · bibliyometrik analiz

Abstract

The purpose of this study is to examine research on artificial intelligence literacy, a competency increasingly emphasized as essential for individuals to participate effectively in today’s digital age, through bibliometric analysis. The study identifies key trends, existing themes, and knowledge gaps in the field of AI literacy using bibliometric methods. It covers 286 academic documents published between 2006 and 2025 in the Web of Science (WOS) database. Data were analyzed using the VOSviewer and R Studio (Biblioshiny) programs, conducting various analyses such as co-authorship networks, international collaboration maps, and thematic trends. The findings obtained from the data analysis indicate that AI literacy is a rapidly developing multidisciplinary field encompassing pedagogical, technological, and ethical dimensions. Future research is recommended to explore the relationships between AI literacy, digital literacy, and critical thinking, with a focus on teacher education, K–12 practical studies, and emerging themes such as augmented reality, chatbot design, and issues of accessibility and AI dependency.

Özet

Bu çalışmanın amacı; bireylerin günümüzün internet çağında etkin bir şekilde varlık gösterebilmeleri için sahip olmaları gerektiği önemle vurgulanan bir yetkinlik olan yapay zekâ okuryazarlığı üzerine yapılmış çalışmaları bibliyometrik analiz yoluyla incelemektir. Araştırma kapsamında yapay zekâ okuryazarlığı alanındaki temel eğilimler, var olan temalar ve bilgi boşlukları bibliyometrik analiz yöntemiyle ortaya konmuştur. Araştırma, 2006-2025 yılları arasında Web of Science (WOS) veri tabanında yayımlanan 286 akademik dokümanı kapsamaktadır. Verilerin analizinde VOSviewer programı ile R Studio programının “Biblioshiny” uzantısı kullanılmış, ortak yazarlık bağlantıları, ülkeler arası iş birliği ağları ve tematik eğilimler gibi çeşitli analizler gerçekleştirilmiştir. Veri Analizi sonucu elde edilen bulgular, yapay zekâ okuryazarlığının pedagojik, teknolojik ve etik boyutlarıyla hızla gelişen çok disiplinli bir alan olduğunu göstermektedir. Ayrıca gelecekteki çalışmaların dijital okuryazarlık ve eleştirel düşünme ile ilişkileri ele alarak öğretmen eğitiminde ve K-12 düzeyinde uygulamalı araştırmalara odaklanması ve erişim eşitsizlikleri ve yapay zekâ bağımlılığı gibi konularla birlikte artırılmış gerçeklik ve chatbot tasarımı gibi yeni temaların desteklenmesi önerilmektedir.

🔖

Cite This Article

Çetinoğlu, D., Dolmacı, A. (2026). Bibliometric Analysis of Studies on Artificial Intelligence Literacy. Anadolu Üniversitesi Sosyal Bilimler Dergisi, Cilt: 26 Sayı: 2, 1083–1098. https://doi.org/10.18037/ausbd.1815616

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (43)

  1. Arduç Kara, E. (2024). Yapay zekâ okuryazarlığı. İçinde E. Vadi Balcı & B. Uzun (Ed.), İletişim üzerine (s. 27-42). Konya: Tablet Kitabevi.
  2. Aria, M., & Cuccurullo, C. (2017). Bibliometrix: an R-tool for comprehensive science mapping analysis. Journal of informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
  3. Arslan, K. (2020). Eğitimde yapay zekâ ve uygulamaları. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71-88. https://izlik.org/JA76ZX87TN
  4. Alpaydın, E. (2013). Yapay öğrenme. İstanbul: Boğaziçi Üniversitesi Yayınevi.
  5. Biagini, G. (2025). Towards an ai-literate future: a systematic literature review exploring education, ethics, and applications. International Journal of Artificial Intelligence in Education, 35:2616–2666. https://doi.org/10.1007/s40593-025-00466-w
  6. Bloom, B. S. (1956). Taxonomy of educational objectives. New York: McKay - Cognitive domain.
  7. Bozkurt, A. (2023). Chatgpt, üretken yapay zeka ve algoritmik paradigma değişikliği. Alanyazın, 4(1), 63-72. DOI: 10.59320/alanyazin.1283282
  8. Coşkun, F., & Gülleroğlu, H. D. (2021). Yapay zekânın tarih içindeki gelişimi ve eğitimde kullanılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 54(3), 947-966. DOI: 10.30964/auebfd.916220
  9. Cukurova, M., & Miao, F. (2024). AI competency framework for teachers. UNESCO Publishing. https://doi.org/10.54675/ZJTE2084
  10. Çelebi, C., Yılmaz, F., Demir, U., & Karakuş, F. (2023). Artificial intelligence literacy: an adaptation study. Instructional Technology and Lifelong Learning, 4(2), 291–306. https://doi.org/10.52911/itall.1401740
  11. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W.M. (2021). How to conduct a bibliometric analysis: An Overview and Guidelines. Journal Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
  12. Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K.,. & Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International journal of information management, 71, 102642.
  13. Federiakin D., Molerov D., Zlatkin-Troitschanskaia, O., & Maur, A. (2024). Prompt engineering as a new 21st century skill. Frontiers in Education, 9, 1366434. https://doi.org/10.3389/feduc.2024.1366434
  14. Fengchun, M., & Kelly, S. (2024). AI competency framework for students. Paris: UNESCO Publishing. https://doi.org/10.54675/JKJB9835
  15. Guo, S., Zheng, Y., & Zhai, X. (2024). Artificial intelligence in education research during 2013–2023: A review based on bibliometric analysis. Education and information technologies, 29(13), 16387-16409. https://doi.org/10.1007/s10639-024-12491-8
  16. Haenlein, M., & Kaplan, A. (2019). A brief history of artificial intelligence: on the past, present, and future of artificial intelligence. California Management Review, 61(4), 5-14. https://doi.org/10.1177/0008125619864925
  17. Haenlein, M., Kaplan, A., Tan, C. W., & Zhang, P. (2019). Artificial intelligence (AI) and management analytics. Journal of Management Analytics, 6(4), 341-343. https://doi.org/10.1080/23270012.2019.1699876
  18. Holmes, W., & Miao, F. (2023). Guidance for generative AI in education and research. Paris: Unesco Publishing. https://doi.org/10.54675/EWZM9535
  19. Huitt, W. (2011). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive, 22, 1-4.
  20. İşcan, H., & Dursun Kaygısız A. (2024). Yapay zekâ: alt dalları ve uygulama alanları. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 16(4), 201-234. Doi: 10.52791/aksarayiibd.1574207
  21. Jiang, Y., Li, X., Luo, H., Yin, S., & Kaynak, O. (2022). Quo vadis artificial intelligence?. Discover Artificial Intelligence, 2(4), 1-19. https://doi.org/10.1007/s44163-022-00022-8
  22. Karakoç-Keskin, E. (2023). Yapay zekâ sohbet robotu chatgpt ve Türkiye internet gündeminde oluşturduğu temalar. Yeni Medya Elektronik Dergisi, 7(2), 114-131. DOI NO: 10.17932/IAU.EJNM.25480200.2023/ejnm_v7i2003
  23. Karakuş, A. (2023). Social studies and artificial intelligence. International Journal of Eurasian Education and Culture, 8(24), 3079-3102. DOI: 10.35826/ijoecc.1813
  24. Karakuş, A., Geçgel, Ş., & Çetin, M. (2024). Gelişen bir paradigma: yapay zekâ okuryazarlığı. International Journal of Active Learning, 8(1), 50-63. DOI:10.48067/ijal.1422876
  25. Kaul, V., Enslin, S. & Gross, S. A. (2020). History of artificial intelligence in medicine. Gastrointestinal Endoscopy, 92(4), 807-812. https://doi.org/10.1016/j.gie.2020.06.040
  26. Klein, A. (2023). AI literacy, explained. https://www.Edweek.Org/Technology/Ai-Literacy-Explained/2023/05 adresinden alınmıştır.
  27. Leopold, T., Di Battista, A., Jativa, X., Sharma, S., Li, R., & Grayling, S. (2025). Future of jobs report 2025. World Economic Forum. https://www.weforum.org/publications/the-future-of-jobs-report-2025/
  28. Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727
  29. McCarthy, J. (2007). From here to human-level AI. Artificial Intelligence, 171(18), 1174-1182. doi:10.1016/j.artint.2007.10.009
  30. Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
  31. Polat, H., Topuz, A.C., Yildiz, M., Taslibeyaz, E., & Kursun, E. (2024). A bibliometric analysis of research on Chatgpt in education. International Journal of Technology in Education (IJTE), 7(1), 59-85. https://doi.org/10.46328/ijte.606
  32. Pritchard, A. (1969). Statistical bibliography; An interim bibliography.
  33. Russell, S., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.). Pearson.
  34. Say, C. (2019). 50 soruda yapay zekâ. İstanbul: Bilim ve Gelecek Kitaplığı.
  35. Schultz, D. P., & Ellen-Schultz, S. (2007). Modern psikoloji tarihi (Y. Aslay, çev.). İstanbul: Kaknüs Yayınları.
  36. Steinbauer, G., Kandlhofer, M., Chklovski, T., Heintz, F., & Koenig, S. (2021). A differentiated discussion about AI education K-12. KI-Künstliche Intelligenz, 35(2), 131-137. https://doi.org/10.1007/s13218-021-00724-8
  37. Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial intelligence (AI) literacy in early childhood education: The challenges and Opportunities. Computers and Education: Artificial Intelligence, 4, 100124. https://doi.org/10.1016/j.caeai.2023.100124
  38. U.S. Department of Education, Office of Educational Technology, (2023). Artificial intelligence and future of teaching and learning: insights and recommendations. Washington, DC.
  39. Wang, B., Rau, P. L. P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324–1337. https://doi.org/10.1080/0144929X.2022.2072768
  40. Van Eck, N., & Waltman, L. (2010). Software survey: vosviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. DOI: 10.1007/s11192-009-0146-3
  41. Zhang, C., & Lu, Y. (2021). Study on artificial intelligence: the state of the art and future prospects. Journal of Industrial Information Integration, 23, 100224. https://doi.org/10.1016/j.jii.2021.100224
  42. Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. https://doi.org/10.1177/1094428114562629
  43. Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K.,. & Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International journal of information management, 71, 102642.