Examining the Relationships between University Students’ 21st Century Skills, Artificial Intelligence Literacy and Artificial Intelligence Attitudes
DOI:
https://doi.org/10.46328/ijtes.8184Keywords:
Fine arts education, 21st century skills, Artificial intelligence literacy, Attitudes towards artificial intelligenceAbstract
The purpose of the present study is to examine the relationships between 21st century skills, artificial intelligence literacy, and artificial intelligence attitudes of fine arts faculty students. The relational survey model, one of the quantitative research models, was used in the research. The population consists of students studying at Fine Arts Faculties in Turkey, and the sample includes 215 students from three universities determined by convenience sampling. To collect data, “Artificial Intelligence Attitude Scale,” “Artificial Intelligence Literacy Scale” and “21st Century Skills Scale” were used. According to the results, there was no significant difference in artificial intelligence literacy and general attitudes toward artificial intelligence regarding gender, though male students’ social responsibility and leadership skills were higher. Grade level did not significantly affect artificial intelligence literacy or positive attitudes, except for negative attitudes. Similarly, no significant difference was found in 21st century skills regarding career awareness, entrepreneurship, innovation, and total scores.
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