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Journals / Selçuk İletişim / 2026 / Cilt: 19 Sayı: 2

Counselor, Friend, Assistant: The Socio-Cognitive Role of Artificial Intelligence from the Perspective of University Students

Danışman, Arkadaş, Asistan: Üniversite Öğrencilerinin Perspektifinden Yapay Zekânın Sosyo-Bilişsel Rolü

Emine Arslan Kılıçoğlu(KTO KARATAY ÜNİVERSİTESİ)0000-0001-8319-2404
Eda Sezerer Albayrak(KTO KARATAY ÜNİVERSİTESİ)0000-0002-2195-0772
Pages
1115–1142
Publication Date
2026-10-15
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AI Summary & Key Takeaways

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

These findings suggest that higher education institutions should expand AI literacy to include ethical and psychosocial dimensions and restructure digital ethics curricula according to this new human-machine partnership.

📌 3 Key Takeaways

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Objective & Hypothesis:Artificial Intelligence (AI) technologies, as a dynamic element of the digital transformation process, are radically transforming learning and social interaction practices in the higher education ecosystem.
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Key Findings & Data:Conducted using a qualitative research method, in-depth interviews were held with 41 university students from different disciplines identified through the snowball sampling technique.
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Conclusion & Impact:These findings suggest that higher education institutions should expand AI literacy to include ethical and psychosocial dimensions and restructure digital ethics curricula according to this new human-machine partnership.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Yapay Zeka · Üniversite Öğrencileri · Sosyo-Bilişsel Etki

Abstract

Artificial Intelligence (AI) technologies, as a dynamic element of the digital transformation process, are radically transforming learning and social interaction practices in the higher education ecosystem. This study aims to examine the interaction of university students with AI technologies from a phenomenological perspective, covering cognitive, emotional, and ethical dimensions. Conducted using a qualitative research method, in-depth interviews were held with 41 university students from different disciplines identified through the snowball sampling technique. The findings obtained through thematic analysis revealed that students position AI not merely as technical software, but as an assistant managing their academic processes, a consultant rationalizing their decisions, and a friend helping them cope with feelings of loneliness. The results of the research show that students maintain a paradoxical balance between "instrumental distance" and "socio-emotional engagement" in their AI experiences. While participants emphasize the productivity-enhancing effect of AI in areas such as fast access to information and time management, they also harbor serious ethical concerns regarding privacy violations and the risk of cognitive atrophy. The experience of AI as a "non-judgmental interlocutor," especially in times of stress and crisis, proves that technology has moved into the center of life as a socio-cognitive partner. These findings suggest that higher education institutions should expand AI literacy to include ethical and psychosocial dimensions and restructure digital ethics curricula according to this new human-machine partnership.

Özet

Dijital dönüşüm sürecinin en dinamik unsurlarından biri olan Yapay Zekâ (YZ) teknolojileri, yükseköğretim ekosisteminde öğrenme ve sosyal etkileşim pratiklerini kökten dönüştürmektedir. Bu çalışma, üniversite öğrencilerinin YZ teknolojileriyle kurdukları etkileşimi, bilişsel, duygusal ve etik boyutlarıyla fenomenolojik bir perspektiften incelemeyi amaçlamaktadır. Nitel araştırma yöntemiyle yürütülen çalışma kapsamında, kartopu örnekleme tekniği ile belirlenen farklı disiplinlerden 41 üniversite öğrencisiyle derinlemesine görüşmeler gerçekleştirilmiştir. Tematik analiz sonucunda elde edilen bulgular, öğrencilerin YZ’yi salt teknik bir yazılımın ötesinde; akademik süreçlerini yöneten bir asistan, kararlarını rasyonalize eden bir danışman ve yalnızlık hissiyle baş etmelerine yardımcı olan bir arkadaş olarak konumlandırdıklarını ortaya koymuştur. Araştırma sonuçları, öğrencilerin YZ deneyimlerinde "araçsal bir mesafe" ile "sosyo-duygusal bağlılık" arasında paradoksal bir denge kurduklarını göstermektedir. Katılımcılar bilgiye hızlı erişim ve zaman yönetimi gibi konularda YZ’nin verimlilik artırıcı etkisini vurgularken, aynı zamanda mahremiyet ihlalleri ve bilişsel körelme riskine dair ciddi etik kaygılar taşımaktadır. Özellikle stres ve kriz anlarında YZ’nin "yargılamayan bir muhatap" olarak deneyimlenmesi, teknolojinin sosyo-bilişsel bir ortak olarak hayatın merkezine yerleştiğini kanıtlamaktadır. Bu bulgular, yükseköğretim kurumlarının YZ okuryazarlığını etik ve psikososyal boyutları da kapsayacak şekilde genişletmesi ve dijital etik müfredatlarını bu yeni insan-makine ortaklığına göre yeniden yapılandırması gerektiğini göstermektedir.

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Cite This Article

Kılıçoğlu, E. A., Albayrak, E. S. (2026). Counselor, Friend, Assistant: The Socio-Cognitive Role of Artificial Intelligence from the Perspective of University Students. Selçuk İletişim, Cilt: 19 Sayı: 2, 1115–1142. https://doi.org/10.18094/josc.1807019

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