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Journals / Toplum ve Kültür Araştırmaları Dergisi / 2026 / Sayı: 17

Algorithmic Habitus and the Future of Education: Pedagogical, Ethical, and Societal Implications of AI

Algoritmik Habitus ve Eğitimin Geleceği: Yapay Zekânın Pedagojik, Etik ve Toplumsal Etkileri

Emine Babaoğlan(YOZGAT BOZOK UNIVERSITY)0000-0002-1151-191X
Ejder Çelik(YOZGAT BOZOK UNIVERSITY)0000-0001-5948-0609
Pages
1–26
Publication Date
2026-06-21
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AI Summary & Key Takeaways

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

Current policy trends in teacher training, AI literacy, and data ethics are evaluated using the Turkish example.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to address the role and future position of artificial intelligence in education within a multidimensional framework.
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Key Findings & Data:The main objective of the research is to examine the pedagogical, ethical, epistemological, and professional impacts of AI-assisted educational applications with a holistic approach and to discuss how these technologies can be integrated into educational processes in a balanced way.
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Conclusion & Impact:Current policy trends in teacher training, AI literacy, and data ethics are evaluated using the Turkish example.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Eğitimde yapay zeka · Eğitim etiği · Kişiselleştirilmiş öğrenme

Abstract

This study aims to address the role and future position of artificial intelligence in education within a multidimensional framework. The main objective of the research is to examine the pedagogical, ethical, epistemological, and professional impacts of AI-assisted educational applications with a holistic approach and to discuss how these technologies can be integrated into educational processes in a balanced way. The study analyzes the effects of AI on personalized learning, measurement and evaluation, feedback mechanisms, and educational management; it also evaluates the transformations that may occur in the pedagogical role of the teacher. The text emphasizes that the flexibility, data-driven decision-making, and individualized learning opportunities offered by AI present significant opportunities; however, these opportunities must be evaluated together with serious risks such as infrastructure inequalities, algorithmic bias, data privacy, transparency, and cultural homogenization. In particular, the potential of AI to invisibly shape learning processes is discussed through concepts such as "algorithmic black box," "algorithmic habitus," and data-driven guidance. The study also addresses the effects of AI on education policies in light of national and international policy documents; The applicability of ethical frameworks is questioned within the context of approaches by organizations such as UNESCO, OECD, and the World Bank. Current policy trends in teacher training, AI literacy, and data ethics are evaluated using the Turkish example.

Özet

Bu çalışma, yapay zekânın eğitim alanındaki rolünü ve gelecekteki konumunu çok boyutlu bir çerçevede ele almayı amaçlamaktadır. Araştırmanın temel amacı, yapay zekâ destekli eğitim uygulamalarının pedagojik, etik, epistemik ve mesleki etkilerini bütüncül bir yaklaşımla incelemek ve bu teknolojilerin eğitim süreçlerine nasıl dengeli biçimde entegre edilebileceğini tartışmaktır. Çalışmada yapay zekânın kişiselleştirilmiş öğrenme, ölçme ve değerlendirme, geri bildirim mekanizmaları ve eğitim yönetimi üzerindeki etkileri analiz edilmekte; aynı zamanda öğretmenin pedagojik rolünde ortaya çıkabilecek dönüşümler değerlendirilmektedir. Metin, yapay zekânın sunduğu esneklik, veriye dayalı karar alma ve bireyselleştirilmiş öğrenme olanaklarının önemli fırsatlar sunduğunu; ancak bu fırsatların altyapı eşitsizlikleri, algoritmik önyargı, veri gizliliği, şeffaflık ve kültürel homojenleşme gibi ciddi risklerle birlikte değerlendirilmesi gerektiğini vurgulamaktadır. Özellikle “algoritmik kara kutu”, “algoritmik habitus” ve veri temelli yönlendirme gibi kavramlar üzerinden, yapay zekânın öğrenme süreçlerini görünmez biçimde şekillendirme potansiyeli tartışılmaktadır. Çalışmada ayrıca, ulusal ve uluslararası politika belgeleri ışığında yapay zekânın eğitim politikaları üzerindeki etkileri ele alınmakta; UNESCO, OECD ve Dünya Bankası gibi kuruluşların yaklaşımları bağlamında etik çerçevelerin uygulanabilirliği sorgulanmaktadır. Türkiye örneği üzerinden öğretmen eğitimi, yapay zekâ okuryazarlığı ve veri etiği konularındaki güncel politika yönelimleri değerlendirilmektedir.

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Cite This Article

Babaoğlan, E., Çelik, E. (2026). Algorithmic Habitus and the Future of Education: Pedagogical, Ethical, and Societal Implications of AI. Toplum ve Kültür Araştırmaları Dergisi, Sayı: 17, 1–26. https://doi.org/10.48131/jscs.1942303

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