13 Haziran 2026’da a\u00e7\u0131klanan 2026-2030 T\u00fcrkiye Yapay Zek\u00e2 Eylem Plan\u0131, iki y\u0131l i\u00e7inde 81 ilde be\u015f milyon vatanda\u015fa yapay zek\u00e2 okuryazarl\u0131\u011f\u0131 e\u011fitimi vermeyi taahh\u00fct ediyor. Bu, T\u00fcrkiye’nin bug\u00fcne kadar a\u00e7\u0131klad\u0131\u011f\u0131 en geni\u015f kapsaml\u0131 dijital okuryazarl\u0131k hedefi. Peki plan, “okuryazarl\u0131k” derken tam olarak neyi kastediyor ve bu hedef uygulanabilir mi?<\/p>\n
Bu yaz\u0131, plan\u0131n d\u00f6rt ekseninden okuryazarl\u0131\u011f\u0131 ta\u015f\u0131yan Fark Et<\/strong> eksenini e\u011fitim politikas\u0131 a\u00e7\u0131s\u0131ndan de\u011ferlendiriyor. Ama\u00e7 yarg\u0131lamak de\u011fil: plan\u0131n g\u00fc\u00e7l\u00fc y\u00f6nlerini teslim ederek, uygulama ba\u015flamadan yan\u0131tlanmas\u0131 gereken sorular\u0131 g\u00f6r\u00fcn\u00fcr k\u0131lmak.<\/p>\n Bu de\u011ferlendirme nas\u0131l yap\u0131ld\u0131?<\/strong>\nY\u00f6ntem ele\u015ftirel belge incelemesidir; yaz\u0131l\u0131 ve kurumsal metinlerden anlam, vurgu ve politika mant\u0131\u011f\u0131 \u00e7\u0131karan sistematik bir nitel yakla\u015f\u0131m (Bowen, 2009). Birincil korpus \u00fc\u00e7 belge ve iki konu\u015fmadan olu\u015fuyor: 2026-2030 Eylem Plan\u0131 kitap\u00e7\u0131\u011f\u0131, 2021-2025 Ulusal Yapay Zek\u00e2 Stratejisi, 2024-2025 Eylem Plan\u0131 ve 13 Haziran 2026 zirvesindeki Cumhurba\u015fkan\u0131 ile Sanayi ve Teknoloji Bakan\u0131 konu\u015fmalar\u0131.\nA\u00e7\u0131k s\u0131n\u0131rl\u0131l\u0131k:<\/strong> Uygulamaya ili\u015fkin ampirik veri hen\u00fcz yok. Bu nedenle metin kesin yarg\u0131 de\u011fil, \u00f6n de\u011ferlendirme niteli\u011fi ta\u015f\u0131yor. Bu bir zay\u0131fl\u0131k de\u011fil, kan\u0131t d\u00fczeyine uygun bir tutumdur: sonraki ampirik \u00e7al\u0131\u015fmalara zemin haz\u0131rlar.<\/p>\n<\/blockquote>\n Bu rakamlar bir arada okundu\u011funda ortaya \u00e7\u0131kan tablo \u015fu: e\u011fitici ba\u015f\u0131na y\u0131lda yakla\u015f\u0131k 1.500 kat\u0131l\u0131mc\u0131.<\/strong> Yaz\u0131n\u0131n ilerleyen b\u00f6l\u00fcmlerinde bu aritmeti\u011fin ne anlama geldi\u011fini ele al\u0131yorum.<\/p>\n 2026-2030 Yapay Zek\u00e2 Eylem Plan\u0131 d\u00f6rt eksen \u00fczerine kurulu: Fark Et, \u0130stifade Et, \u00dcret, Y\u00f6net.<\/strong> Her eksen alt\u0131nda d\u00f6rder eylem, toplamda 16 \u00f6ncelikli eylem yer al\u0131yor (Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131, 2026).<\/p>\n Fark Et ekseni bu d\u00f6rd\u00fcn\u00fcn ilki ve toplumsal fark\u0131ndal\u0131k ile okuryazarl\u0131\u011f\u0131 ta\u015f\u0131yan b\u00f6l\u00fcm. Program i\u00e7eri\u011fi plan kitap\u00e7\u0131\u011f\u0131nda d\u00f6rt ba\u015fl\u0131kta tan\u0131mlanm\u0131\u015f:<\/p>\n Eksenin hedef kitlesi t\u00fcm n\u00fcfus. Cumhurba\u015fkan\u0131 Erdo\u011fan (2026) zirve konu\u015fmas\u0131nda bu hedefi “yapay zek\u00e2n\u0131n ihtiva etti\u011fi f\u0131rsat ve riskleri millete aktarma” olarak \u00e7er\u00e7eveledi. Bu \u00e7er\u00e7eveleme, okuryazarl\u0131\u011f\u0131 bireysel bir tercih de\u011fil toplumsal bir seferberlik olarak konumland\u0131r\u0131yor.<\/p>\n Plan\u0131 do\u011fru de\u011ferlendirmek i\u00e7in onu bir birikimin i\u00e7ine yerle\u015ftirmek gerekiyor. T\u00fcrkiye’nin yapay zek\u00e2 politikas\u0131 \u00fc\u00e7 belgeyle \u015fekillendi.<\/p>\n T\u00fcrkiye’nin ilk sistemli politika \u00e7er\u00e7evesi A\u011fustos 2021’de yay\u0131mland\u0131. Cumhurba\u015fkanl\u0131\u011f\u0131 Dijital D\u00f6n\u00fc\u015f\u00fcm Ofisi ile Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131’n\u0131n ortak koordinasyonunda haz\u0131rlanan strateji, alt\u0131 \u00f6ncelik, 24 ama\u00e7 ve 119 tedbir belirledi. \u00d6ncelikler uzman yeti\u015ftirmeden veri altyap\u0131s\u0131na, d\u00fczenlemeden uluslararas\u0131 i\u015f birli\u011fine uzan\u0131yordu.<\/p>\n Stratejinin haz\u0131rlay\u0131c\u0131 kurumu olan Cumhurba\u015fkanl\u0131\u011f\u0131 Dijital D\u00f6n\u00fc\u015f\u00fcm Ofisi’nden Ayd\u0131n ve M\u00fcft\u00fco\u011flu (2021) stratejiyi iddial\u0131 ama b\u00fct\u00fcnle\u015fik bir yakla\u015f\u0131m olarak de\u011ferlendirdi. Shkurti \u00d6zdemir (2021) ise iki yap\u0131sal soruna dikkat \u00e7ekti: donan\u0131m, bulut altyap\u0131s\u0131 ve b\u00fcy\u00fck dil modellerinde d\u0131\u015fa ba\u011f\u0131ml\u0131l\u0131k riski ile kurumsal kapasite a\u00e7\u0131\u011f\u0131.<\/p>\n Kritik nokta:<\/strong> Bu belgede okuryazarl\u0131k \u00f6ncelikli bir hedef de\u011fildi. Hedef kitle uzmanlar, ara\u015ft\u0131rmac\u0131lar ve kurum personeliydi.<\/p>\n 2024-2025 Eylem Plan\u0131, ba\u011f\u0131ms\u0131z bir strateji revizyonu de\u011fil, 2021 \u00e7er\u00e7evesini somut eylemlere ba\u011flayan bir uygulama dok\u00fcman\u0131yd\u0131. \u00d6ne \u00e7\u0131kan ba\u015fl\u0131klar: lisans\u00fcst\u00fc kapasite art\u0131\u015f\u0131, T\u00fcrk\u00e7e b\u00fcy\u00fck dil modeli geli\u015ftirme, i\u015flemci altyap\u0131s\u0131 ihtiya\u00e7 analizi, mesleki standartlar ve okul m\u00fcfredatlar\u0131na algoritmik d\u00fc\u015f\u00fcnme entegrasyonu.<\/p>\n Bu belge de geni\u015f n\u00fcfus kitlelerine y\u00f6nelik bir okuryazarl\u0131k program\u0131 \u00f6ng\u00f6rm\u00fcyordu.<\/p>\n \u00dc\u00e7 belge art arda okundu\u011funda net bir \u00f6r\u00fcnt\u00fc \u00e7\u0131k\u0131yor. 2021 \u00e7er\u00e7eveyi kurdu, 2024-2025 eylemlere ba\u011flad\u0131, 2026-2030 ise hem \u00f6l\u00e7e\u011fi hem kavramsal yakla\u015f\u0131m\u0131 d\u00f6n\u00fc\u015ft\u00fcrd\u00fc.<\/p>\n En belirgin kopu\u015f \u015furada: hedef kitle uzmanlardan t\u00fcm n\u00fcfusa geni\u015fledi.<\/strong> Bozkurt vd. (2021) taraf\u0131ndan haritalanan yar\u0131m y\u00fczy\u0131ll\u0131k yapay zek\u00e2-e\u011fitim ara\u015ft\u0131rmalar\u0131 e\u011frisinde bu ge\u00e7i\u015f, bilgiye eri\u015fimin uzman kitlesinden vatanda\u015f\u0131n tamam\u0131na do\u011fru geni\u015flemesi anlam\u0131na geliyor.<\/p>\n Burada bir soru d\u00fc\u011f\u00fcmleniyor: Bu d\u00f6n\u00fc\u015f\u00fcm bir politika \u00f6\u011frenmesinin mi, yoksa s\u00f6ylemin derinle\u015fmesinin mi \u00fcr\u00fcn\u00fc? Uzman odakl\u0131 niteliksel b\u00fcy\u00fcmeden kitlesel fark\u0131ndal\u0131k seferberli\u011fine ge\u00e7i\u015f, k\u00fcresel \u00f6l\u00e7ekte “yapay zek\u00e2 herkes i\u00e7in” s\u00f6yleminin ivme kazand\u0131\u011f\u0131 bir d\u00f6nemle \u00f6rt\u00fc\u015f\u00fcyor. S\u00f6ylemin somut uygulama mekanizmalar\u0131yla ne \u00f6l\u00e7\u00fcde desteklendi\u011fi ayr\u0131 bir soru olarak duruyor.<\/p>\n Plan\u0131n okuryazarl\u0131k tan\u0131m\u0131n\u0131 de\u011ferlendirebilmek i\u00e7in literat\u00fcrdeki tan\u0131ma bakmak gerekiyor. Yapay zek\u00e2 okuryazarl\u0131\u011f\u0131 literat\u00fcrde tek bir tan\u0131ma sahip de\u011fil, ancak \u00fczerinde uzla\u015f\u0131lan bir katmanl\u0131 yap\u0131 var.<\/p>\n UNESCO’nun (2022) K-12 m\u00fcfredat haritalamas\u0131ndan t\u00fcretilebilecek \u00fc\u00e7 d\u00fczey \u015f\u00f6yle:<\/strong><\/p>\n Bu \u00fc\u00e7 d\u00fczeyin birbirinin \u00f6nko\u015fulu oldu\u011fu varsay\u0131labilir: ara\u00e7sal okuryazarl\u0131k olmadan kavramsal, kavramsal olmadan etik katman\u0131n i\u015flevsel kalmas\u0131 g\u00fc\u00e7t\u00fcr. UNESCO raporunun kendisi K-12 kapsaml\u0131d\u0131r; yeti\u015fkin kitlesel programlara uyarlan\u0131rken bu s\u0131n\u0131r ak\u0131lda tutulmal\u0131.<\/p>\n Long ve Magerko (2020) ayn\u0131 ayr\u0131m\u0131 17 yetkinlikten olu\u015fan daha ayr\u0131nt\u0131l\u0131 bir \u00e7er\u00e7evede i\u015fliyor. Ng vd. (2021) ise 30 \u00e7al\u0131\u015fmay\u0131 tarayan derlemesinde d\u00f6rt boyut tan\u0131ml\u0131yor: bilme ve anlama, kullanma ve uygulama, de\u011ferlendirme ve yaratma, etik sorunlar. UNESCO (2024a) \u00d6\u011frenciler \u0130\u00e7in Yapay Zek\u00e2 Yetkinlik \u00c7er\u00e7evesi’nde on iki yetkinli\u011fi d\u00f6rt boyut alt\u0131nda topluyor: insan merkezli d\u00fc\u015f\u00fcnme, yapay zek\u00e2 eti\u011fi, yapay zek\u00e2 teknikleri ve sistem tasar\u0131m\u0131.<\/p>\n Ortak bulgu \u015fu: okuryazarl\u0131\u011f\u0131n d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc g\u00fcc\u00fc ara\u00e7sal katmandan de\u011fil, sorgulama kapasitesini i\u00e7eren \u00fcst katmanlardan geliyor.<\/strong><\/p>\n Bu katmanlar\u0131n \u00f6l\u00e7\u00fclmesi ayr\u0131 bir sorun. Laupichler vd. (2022), yeti\u015fkin ve y\u00fcksek\u00f6\u011fretim ba\u011flam\u0131nda alan\u0131 tarayarak ge\u00e7erli\u011fi s\u0131nanm\u0131\u015f \u00f6l\u00e7me ara\u00e7lar\u0131na duyulan ihtiyac\u0131 \u00f6ne \u00e7\u0131kar\u0131yor. Yani okuryazarl\u0131\u011f\u0131 tan\u0131mlamak ile onun kazan\u0131l\u0131p kazan\u0131lmad\u0131\u011f\u0131n\u0131 \u00f6l\u00e7mek iki ayr\u0131 i\u015f; plan bunlardan ilkini yap\u0131yor, ikincisi a\u00e7\u0131k kal\u0131yor.<\/p>\n De\u011ferlendirmeye ele\u015ftiriden de\u011fil, plan\u0131n ger\u00e7ekten g\u00fc\u00e7l\u00fc oldu\u011fu yerlerden ba\u015flamak gerekiyor.<\/p>\n En \u00fcst d\u00fczey siyasi sahiplenme.<\/strong> Eylem Plan\u0131 bir bakan genelgesiyle de\u011fil, Cumhurba\u015fkan\u0131 imzas\u0131yla kamuoyuna sunuldu; Ulusal Yapay Zek\u00e2 Kurulu do\u011frudan Cumhurba\u015fkanl\u0131\u011f\u0131 ba\u015fkanl\u0131\u011f\u0131na ba\u011fland\u0131 (Erdo\u011fan, 2026; Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131, 2026). Bu kurumsal konum, ge\u00e7mi\u015f strateji belgelerinin s\u0131kl\u0131kla ya\u015fad\u0131\u011f\u0131 bakanl\u0131klar aras\u0131 koordinasyon kopmalar\u0131n\u0131 hafifletme potansiyeli ta\u015f\u0131yor.<\/p>\n \u00c7ok payda\u015fl\u0131 haz\u0131rl\u0131k s\u00fcreci.<\/strong> 75 bin ki\u015filik \u00f6neri anketi, 500’e yak\u0131n sekt\u00f6r profesyoneliyle y\u00fcr\u00fct\u00fclen \u00e7al\u0131\u015ftaylar ve 2.200’\u00fc a\u015fan eylem \u00f6nerisi, haz\u0131rl\u0131\u011f\u0131n geni\u015f bir zemine oturtuldu\u011funa i\u015faret ediyor (Kac\u0131r, 2026; Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131, 2026).<\/p>\n Mevcut ekosistem verileri.<\/strong> 114 teknopark, 13.000’i a\u015fk\u0131n teknoloji giri\u015fimi ve 1.700’den fazla AR-GE merkezi, iddian\u0131n bo\u015flukta kalmad\u0131\u011f\u0131n\u0131 g\u00f6steriyor (Erdo\u011fan, 2026). Kamu yat\u0131r\u0131m programlar\u0131ndan yapay zek\u00e2 projelerine en az y\u00fczde 2 pay ayr\u0131lmas\u0131 taahh\u00fcd\u00fc, kamu kayna\u011f\u0131n\u0131n sistematik bi\u00e7imde y\u00f6nlendirilmesi a\u00e7\u0131s\u0131ndan olumlu bir sinyal.<\/p>\n \u00d6l\u00e7me konusunda erken fark\u0131ndal\u0131k.<\/strong> Plan kitap\u00e7\u0131\u011f\u0131 program \u00f6ncesi ve sonras\u0131 de\u011ferlendirmeyi, ba\u015far\u0131 e\u015fi\u011fi \u015fart\u0131n\u0131 ve sertifikan\u0131n yaln\u0131zca kat\u0131l\u0131m\u0131 de\u011fil yetkinli\u011fi belgelemesi beklentisini a\u00e7\u0131k\u00e7a ifade ediyor (Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131, 2026). Kitlesel programlar\u0131n klasik sorunu olan “tamamlama say\u0131s\u0131n\u0131 \u00f6\u011frenme g\u00f6stergesi sanma” hatas\u0131, tasar\u0131m a\u015famas\u0131nda \u00f6ng\u00f6r\u00fclm\u00fc\u015f.<\/p>\n Plan\u0131n g\u00fc\u00e7l\u00fc y\u00f6nleri, a\u015fa\u011f\u0131daki sorular\u0131 ge\u00e7ersiz k\u0131lm\u0131yor. Bu d\u00f6rt gerilim, uygulama ba\u015flamadan yan\u0131tlan\u0131rsa plan\u0131n kendi hedeflerine ula\u015fma ihtimali artar.<\/p>\n Fark Et ekseninin i\u00e7erik listesi (temel kavramlar, \u00fcretken yapay zek\u00e2 ara\u00e7lar\u0131, ki\u015fisel veri fark\u0131ndal\u0131\u011f\u0131, dezenformasyon tan\u0131ma) Long ve Magerko’nun (2020) 17 yetkinlik \u00e7er\u00e7evesiyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda bir \u00f6r\u00fcnt\u00fc ortaya \u00e7\u0131k\u0131yor: algoritmik \u015f\u00fcphecilik, makine yanl\u0131l\u0131\u011f\u0131n\u0131 tan\u0131ma, g\u00fc\u00e7 ili\u015fkilerini sorgulama ve etik eylem yeterlili\u011fi gibi \u00fcst d\u00fczey yetkinlikler b\u00fcy\u00fck \u00f6l\u00e7\u00fcde kapsam d\u0131\u015f\u0131nda.<\/p>\n Bu bir ba\u015far\u0131s\u0131zl\u0131k g\u00f6stergesi de\u011fil. Be\u015f milyon ki\u015filik bir \u00f6l\u00e7ek hedefi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde ara\u00e7sal giri\u015f noktas\u0131 makul bir tercih olabilir. Ayr\u0131ca T\u00fcrkiye’ye \u00f6zg\u00fc de de\u011fil: Schiff (2022), 24 ulusal yapay zek\u00e2 stratejisini \u00e7\u00f6z\u00fcmledi\u011fi \u00e7al\u0131\u015fmas\u0131nda e\u011fitimin bu belgelerde \u00e7o\u011funlukla ara\u00e7sal bir i\u015fg\u00fcc\u00fc hedefi olarak konumland\u0131\u011f\u0131n\u0131, e\u011fitimde yapay zek\u00e2n\u0131n ve etik boyutun b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 edildi\u011fini g\u00f6steriyor. T\u00fcrkiye plan\u0131 bu k\u00fcresel \u00f6r\u00fcnt\u00fcn\u00fcn i\u00e7inde duruyor.<\/p>\n As\u0131l soru \u015fu: Vatanda\u015flar bu ilk katmandan kavramsal ve etik boyuta nas\u0131l ge\u00e7ecek?<\/strong><\/p>\n Mikrosertifikalar kitap\u00e7\u0131kta yaln\u0131zca temel ba\u015far\u0131 e\u015fi\u011fini belgeleyen ara\u00e7lar olarak tan\u0131mlanm\u0131\u015f; \u00fcst d\u00fczey yetkinliklere giden yol haritas\u0131 belirsizli\u011fini koruyor.<\/p>\n Bu bo\u015fluk, plan\u0131n kendi s\u00f6ylemiyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda daha da belirginle\u015fiyor. Sanayi ve Teknoloji Bakan\u0131 Kac\u0131r (2026), yapay zek\u00e2n\u0131n ahlak ve hukukla s\u0131n\u0131rland\u0131r\u0131lmad\u0131\u011f\u0131nda bir y\u0131k\u0131m arac\u0131na d\u00f6n\u00fc\u015febilece\u011fini vurgulad\u0131 ve yayg\u0131n kullan\u0131lan modellerin insanl\u0131\u011f\u0131 “belirli merkezlerde toplanan verilerin ortalamas\u0131na indirgemesi”nin “dijital fa\u015fizme kap\u0131 aralad\u0131\u011f\u0131n\u0131” s\u00f6yledi. Bu g\u00fc\u00e7l\u00fc etik \u00e7er\u00e7eveleme, vatanda\u015f\u0131 etik bir \u00f6zne olarak konumland\u0131ran bir okuryazarl\u0131k vizyonunu ima ediyor. Ancak eksenin i\u00e7eri\u011finde etik boyut, “etik kullan\u0131m ilkeleri” ba\u015fl\u0131\u011f\u0131yla ara\u00e7sal bir bilgi kalemi olarak yer al\u0131yor; algoritmik adaleti ve hesap verebilirli\u011fi sorgulama yetkinli\u011fi olarak de\u011fil.<\/p>\n S\u00f6ylemdeki etik derinlik ile m\u00fcfredattaki etik okuryazarl\u0131\u011f\u0131n ara\u00e7sal d\u00fczeyde kalmas\u0131 aras\u0131ndaki mesafe, plan\u0131n en dikkat \u00e7ekici i\u00e7 gerilimi.<\/strong><\/p>\n Plan\u0131n say\u0131sal hedefleri somut: ilk 12 ayda en az 1,5 milyon vatanda\u015f, 24 ay sonunda toplam 5 milyon, 81 ilde at\u00f6lyeler ve ilk 8 ayda en az 1.000 e\u011fitici (Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131, 2026).<\/p>\n Bu rakamlar bir arada de\u011ferlendirildi\u011finde ortaya \u00e7\u0131kan oran dikkat \u00e7ekici: 1.000 e\u011fiticiyle ilk 12 ayda 1,5 milyon ki\u015fiye ula\u015fmak, e\u011fitici ba\u015f\u0131na y\u0131lda 1.500 kat\u0131l\u0131mc\u0131 demek.<\/strong><\/p>\n Bu oran, \u00e7evrim i\u00e7i kanallar ve \u00f6l\u00e7eklenebilir i\u00e7erik sistemleriyle desteklenmedi\u011fi takdirde i\u00e7erik standard\u0131n\u0131 s\u00fcrd\u00fcrmeyi zorla\u015ft\u0131rabilir. Plan\u0131n \u00e7evrim i\u00e7i kanallar ve e-Devlet entegrasyonunu a\u00e7\u0131k\u00e7a \u00f6ng\u00f6rmesi olumlu; ancak bu kanallar\u0131n ta\u015f\u0131yaca\u011f\u0131 y\u00fck\u00fcn \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 nas\u0131l etkileyece\u011fine ili\u015fkin bir projeksiyon belgede yer alm\u0131yor.<\/p>\n Yap\u0131c\u0131 \u00f6neri:<\/strong> \u0130lk 6 ay\u0131n pilot verileriyle, e\u011fitici yeterlili\u011fini ve \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131 b\u00fct\u00fcnl\u00fc\u011f\u00fcn\u00fc tehdit etmeden \u00f6l\u00e7ekleme koridorunu tan\u0131mlayan bir revizyon mekanizmas\u0131 \u015fimdiden planlanabilir.<\/p>\n Plan “81 ilde e\u011fitim” taahh\u00fcd\u00fcn\u00fc \u00f6ne \u00e7\u0131kar\u0131yor (Erdo\u011fan, 2026). Co\u011frafi kapsam a\u00e7\u0131s\u0131ndan bu \u00f6nemli bir taahh\u00fct. Ancak iki ifade aras\u0131nda yap\u0131sal bir fark var.<\/p>\n Geni\u015f bant internet eri\u015fimi, dijital cihaz sahipli\u011fi ve dijital yetkinlik d\u00fczeyi k\u0131rsal ile kentsel b\u00f6lgeler aras\u0131nda belirgin bi\u00e7imde farkl\u0131la\u015f\u0131yor. Bu fark, fiilen kime ula\u015f\u0131labilece\u011fini \u015fekillendiriyor. Planda kad\u0131nlara, engelli bireylere, \u00e7ok dilli topluluklara ve d\u00fc\u015f\u00fck okuryazarl\u0131k d\u00fczeyine sahip gruplara \u00f6zel hedef ve m\u00fcdahale \u00f6ng\u00f6r\u00fclmemi\u015f.<\/p>\n Mochizuki vd. (2025), UNESCO’nun yapay zek\u00e2 ve e\u011fitim politikas\u0131 belgelerini \u00e7\u00f6z\u00fcmledi\u011fi \u00e7al\u0131\u015fmada, bu belgelerdeki kapsay\u0131c\u0131l\u0131k s\u00f6yleminin teknoloji-\u00e7\u00f6z\u00fcmc\u00fc bir \u00e7er\u00e7eveyle i\u00e7 i\u00e7e ge\u00e7ti\u011fine dikkat \u00e7ekiyor. T\u00fcrkiye plan\u0131 a\u00e7\u0131s\u0131ndan a\u00e7\u0131k soru \u015fu: kapsay\u0131c\u0131l\u0131k taahh\u00fcd\u00fc hangi eri\u015fim verisiyle s\u0131nanacak?<\/p>\n Yap\u0131c\u0131 \u00f6neri:<\/strong> Program tasar\u0131m\u0131na eri\u015filebilirlik katmanlar\u0131 dahil edilebilir ve ilk y\u0131l verileri dezavantajl\u0131 gruplar baz\u0131nda ayr\u0131\u015ft\u0131r\u0131larak izlenebilir.<\/p>\n Plan\u0131n \u00f6l\u00e7meye ciddi yer ay\u0131rd\u0131\u011f\u0131n\u0131 yukar\u0131da belirttim. Kritik bo\u015fluk, \u00f6l\u00e7menin varl\u0131\u011f\u0131nda de\u011fil, kim taraf\u0131ndan yap\u0131laca\u011f\u0131nda.<\/p>\n Ba\u015far\u0131 e\u015fi\u011finin nas\u0131l belirlenece\u011fi, de\u011ferlendirme ara\u00e7lar\u0131n\u0131n kim taraf\u0131ndan geli\u015ftirilip do\u011frulanaca\u011f\u0131 ve \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131n nas\u0131l standartla\u015ft\u0131r\u0131laca\u011f\u0131 belirsizli\u011fini koruyor. \u0130lerleme portal\u0131 arac\u0131l\u0131\u011f\u0131yla kurumsal \u015feffafl\u0131k taahh\u00fcd\u00fc olumlu; ancak kat\u0131l\u0131mc\u0131 say\u0131s\u0131 ve b\u00fct\u00e7e ger\u00e7ekle\u015fmelerinin \u00f6tesinde, \u00f6\u011frenme kalitesini izleyecek ba\u011f\u0131ms\u0131z bir \u00e7er\u00e7eve a\u00e7\u0131klanmad\u0131.<\/p>\n Bu \u00e7er\u00e7eve a\u00e7\u0131klanana kadar “5 milyon vatanda\u015f” rakam\u0131 kapasite g\u00f6stergesi olarak okunabilir, yetkinlik g\u00f6stergesi olarak yorumlanamaz.<\/strong><\/p>\n Buraya kadar plan\u0131n ne dedi\u011fini inceledim. Bir ad\u0131m geri \u00e7ekilip nas\u0131l s\u00f6yledi\u011fine<\/strong> bakmak, tabloyu tamaml\u0131yor.<\/p>\n Jasanoff ve Kim (2015), sosyoteknik imgelem (sociotechnical imaginary) kavram\u0131n\u0131, toplumlar\u0131n bilim ve teknoloji arac\u0131l\u0131\u011f\u0131yla ula\u015fmay\u0131 arzulad\u0131\u011f\u0131 ortak gelecek vizyonlar\u0131n\u0131 tan\u0131mlamak i\u00e7in kullan\u0131yor. Bu \u00e7er\u00e7evede devlet belgeleri yaln\u0131zca teknik hedef listesi de\u011fil: teknoloji-toplum ili\u015fkisine dair normatif bir vizyonu kodlar ve me\u015frula\u015ft\u0131r\u0131r. Bir eylem plan\u0131n\u0131n hangi akt\u00f6r\u00fc merkeze ald\u0131\u011f\u0131, teknolojiyi kimin i\u00e7in tasar\u0131mlad\u0131\u011f\u0131, bu in\u015fan\u0131n par\u00e7as\u0131d\u0131r.<\/p>\n E\u011fitim teknolojisinin ele\u015ftirel literat\u00fcr\u00fc bu okumay\u0131 destekliyor. Williamson ve Eynon (2020), yapay zek\u00e2n\u0131n e\u011fitimdeki tarihsel s\u00fcreklili\u011fini ve alan\u0131n tekrar eden a\u015f\u0131r\u0131 vaatlerini hat\u0131rlat\u0131yor. Selwyn (2019) ise teknolojinin e\u011fitime entegrasyonunun n\u00f6tr bir gereklilik de\u011fil, de\u011ferler ve siyaset i\u00e7eren bir tercih oldu\u011funu savunuyor.<\/p>\n Bu perspektiften bak\u0131ld\u0131\u011f\u0131nda Fark Et ekseni dikkat \u00e7ekici bir konumland\u0131rma i\u00e7eriyor: vatanda\u015f yaln\u0131zca hizmet al\u0131c\u0131s\u0131 olarak de\u011fil, ulusal yapay zek\u00e2 projesinin aktif ta\u015f\u0131y\u0131c\u0131s\u0131 olarak \u00e7er\u00e7eveleniyor.<\/strong> Bu \u00e7er\u00e7eveleme okuryazarl\u0131k bile\u015fenini bir e\u011fitim hedefinin \u00f6tesine ta\u015f\u0131yor ve onu egemenlik projesinin b\u00fct\u00fcnleyici par\u00e7as\u0131 yap\u0131yor. Bu hem g\u00fc\u00e7 kayna\u011f\u0131 hem risk: siyasi sahiplenmeyi g\u00fc\u00e7lendirir, ancak okuryazarl\u0131\u011f\u0131n ara\u00e7sal s\u0131n\u0131rlarda tutulmas\u0131na da zemin haz\u0131rlayabilir.<\/p>\n Plan\u0131n s\u00f6ylemi g\u00fc\u00e7l\u00fc ve tutarl\u0131 bir \u00e7er\u00e7eve \u00fczerine kurulu: dijital egemenlik, “medeniyet yar\u0131\u015f\u0131” ve veri ba\u011f\u0131ml\u0131l\u0131\u011f\u0131 riski. Kac\u0131r’\u0131n (2026) “ba\u015fkalar\u0131n\u0131n teknolojisini besleyen birer veri tarlas\u0131na d\u00f6n\u00fc\u015fme” ifadesi, ba\u011f\u0131ms\u0131z teknoloji \u00fcretmenin neden zorunlu oldu\u011funu somutla\u015ft\u0131ran etkili bir analitik ara\u00e7. Erdo\u011fan’\u0131n (2026) aktard\u0131\u011f\u0131 Cahit Arf merdiven benzetmesi ise iddialar\u0131 tarihsel s\u00fcreklilik i\u00e7inde me\u015frula\u015ft\u0131r\u0131yor.<\/p>\n Can (2023), “Potemkin yapay zek\u00e2” kavram\u0131yla baz\u0131 ulusal stratejilerde s\u00f6ylem-kapasite a\u00e7\u0131\u011f\u0131n\u0131n yap\u0131sal bir \u00f6r\u00fcnt\u00fcye d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcne dikkat \u00e7ekiyor. Bu kavram burada bir yarg\u0131 arac\u0131 olarak de\u011fil, sorgulamay\u0131 tetikleyen bir uyar\u0131 olarak i\u015flevsel: plan\u0131n iddialar\u0131 ile onu hayata ge\u00e7irecek kurumsal kapasiteler ne \u00f6l\u00e7\u00fcde \u00f6rt\u00fc\u015f\u00fcyor?<\/p>\n Politika uygulama yaz\u0131n\u0131n\u0131n klasik bulgusu bu soruyu destekliyor. Pressman ve Wildavsky (1973), merkezde tan\u0131mlanan iddial\u0131 hedeflerin sahada kaynak, koordinasyon ve yerel kapasite nedeniyle \u00e7o\u011fu zaman d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc g\u00f6sterdi. Lipsky’nin (1980) sokak d\u00fczeyi b\u00fcrokrasisi kavram\u0131 burada \u00f6zellikle anlaml\u0131: Fark Et ekseninde e\u011fiticiler yaln\u0131zca bir aktar\u0131m kanal\u0131 de\u011fil, politikan\u0131n fiil\u00ee niteli\u011fini belirleyen saha akt\u00f6rleri.<\/p>\n T\u00fcrkiye ba\u011flam\u0131nda soru \u015furada keskinle\u015fiyor: Ulusal Yapay Zek\u00e2 Kurulu y\u00f6neti\u015fim organ\u0131 olarak tan\u0131mland\u0131, Program Ofisi uygulama takibini \u00fcstlenecek. Ancak bu kurumlar hen\u00fcz olu\u015fturulma a\u015famas\u0131nda ve 2026-2027 d\u00f6nemi temel y\u00f6neti\u015fim yap\u0131lar\u0131n\u0131n kurulmas\u0131na ayr\u0131lm\u0131\u015f (Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131, 2026). Okuryazarl\u0131k program\u0131n\u0131n ayn\u0131 anda hayata ge\u00e7irilmesi planlan\u0131yor.<\/p>\n Yani en kritik \u00f6l\u00e7ek bask\u0131s\u0131, koordinasyon altyap\u0131s\u0131 hen\u00fcz in\u015fa a\u015famas\u0131ndayken ger\u00e7ekle\u015fecek.<\/strong><\/p>\n Bu, plan\u0131n ba\u015far\u0131s\u0131zl\u0131\u011fa mahk\u00fbm oldu\u011fu anlam\u0131na gelmiyor. Birinci y\u0131l\u0131n hem uygulama hem de kurumsal olgunla\u015fma y\u00fck\u00fcn\u00fc ayn\u0131 anda ta\u015f\u0131yaca\u011f\u0131n\u0131 g\u00f6steriyor.<\/p>\n Bu de\u011ferlendirme, ampirik veriyle yan\u0131tlanmas\u0131 gereken sorular \u00fcretiyor. Ara\u015ft\u0131rma yapmay\u0131 planlayanlar i\u00e7in be\u015f \u00f6ncelikli ba\u015fl\u0131k:<\/p>\n 1. Uygulaman\u0131n izlenmesi.<\/strong> Farkl\u0131 sosyoekonomik ve co\u011frafi ba\u011flamlarda kat\u0131l\u0131m ve kazan\u0131m nas\u0131l farkl\u0131la\u015f\u0131yor? B\u00f6lgesel ve demografik k\u0131r\u0131l\u0131ml\u0131 boylamsal izleme, plan\u0131n e\u015fitlik boyutunu g\u00f6r\u00fcn\u00fcr k\u0131lar.<\/p>\n 2. Okuryazarl\u0131k \u00f6l\u00e7me arac\u0131 geli\u015ftirme.<\/strong> T\u00fcrkiye ba\u011flam\u0131na \u00f6zg\u00fc, ara\u00e7 kullan\u0131m\u0131ndan ele\u015ftirel-etik de\u011ferlendirmeye uzanan yelpazeyi kapsayan bir \u00f6l\u00e7me arac\u0131 nas\u0131l geli\u015ftirilebilir? Uluslararas\u0131 yaz\u0131nda ge\u00e7erli\u011fi s\u0131nanm\u0131\u015f \u00f6l\u00e7ekler var (Wang vd., 2023); T\u00fcrkiye ba\u011flam\u0131nda da uyarlama \u00e7al\u0131\u015fmalar\u0131 ba\u015flad\u0131 (Deveci Topal vd., 2025).<\/p>\n 3. Kar\u015f\u0131la\u015ft\u0131rmal\u0131 politika analizi.<\/strong> Plan, \u00f6l\u00e7ek ve uygulama a\u00e7\u0131s\u0131ndan kar\u015f\u0131la\u015ft\u0131r\u0131labilir giri\u015fimlerden ne \u00f6\u011frenebilir? Guenduez ve Mettler (2023) ulusal politikalar\u0131 devletin d\u00f6rt rol\u00fc perspektifinden kar\u015f\u0131la\u015ft\u0131r\u0131yor.<\/p>\n 4. E\u011fitici yeterlili\u011fi.<\/strong> \u00d6\u011fretmen ve e\u011fiticilerin mevcut yapay zek\u00e2 okuryazarl\u0131\u011f\u0131 yetkinlikleri nedir? UNESCO’nun \u00f6\u011fretmen yetkinlik \u00e7er\u00e7evesi (UNESCO, 2024b) hem ihtiya\u00e7 analizi hem e\u011fitici e\u011fitimi tasar\u0131m\u0131 i\u00e7in haz\u0131r bir \u00f6l\u00e7\u00fct sunuyor.<\/p>\n 5. S\u00f6ylem analizi.<\/strong> 2021-2025 stratejisi ile 2026-2030 plan\u0131 yapay zek\u00e2y\u0131 hangi metaforlarla \u00e7er\u00e7eveliyor ve bu \u00e7er\u00e7eveleme politika \u00f6nceliklerini nas\u0131l bi\u00e7imlendiriyor? Guenduez ve Mettler (2023) 33 \u00fclke politikas\u0131n\u0131 anlat\u0131 \u00e7er\u00e7eveleri bak\u0131m\u0131ndan kar\u015f\u0131la\u015ft\u0131r\u0131yor.<\/p>\n Okuryazarl\u0131k tan\u0131m\u0131n\u0131 geni\u015fletin.<\/strong> Ara\u00e7sal giri\u015f noktas\u0131 \u00f6l\u00e7ek a\u00e7\u0131s\u0131ndan pragmatik bir tercih. Ancak algoritmik \u015f\u00fcphecilik, veri yanl\u0131l\u0131\u011f\u0131 fark\u0131ndal\u0131\u011f\u0131 ve etik eylem yeterlili\u011fi gibi \u00fcst d\u00fczey yetkinliklerin program g\u00fcncelleme d\u00f6ng\u00fclerine entegrasyon takvimi, tan\u0131m\u0131n bir ba\u015flang\u0131\u00e7 noktas\u0131 olarak kald\u0131\u011f\u0131n\u0131 ve ilerleyece\u011fini g\u00f6sterir.<\/p>\n E\u015fitlikli eri\u015fim i\u00e7in yap\u0131sal mekanizma planlay\u0131n.<\/strong> B\u00f6lgesel dijital altyap\u0131, cihaz sahipli\u011fi ve yetkinlik farkl\u0131l\u0131klar\u0131, “81 ilde varl\u0131k” taahh\u00fcd\u00fcn\u00fc somut hedeflere d\u00f6n\u00fc\u015ft\u00fcrecek katmanl\u0131 bir yakla\u015f\u0131m gerektiriyor. Kad\u0131nlar, engelli bireyler ve d\u00fc\u015f\u00fck dijital yetkinlikli gruplar i\u00e7in ayr\u0131\u015ft\u0131r\u0131lm\u0131\u015f izleme verisi hem \u015feffafl\u0131\u011f\u0131 hem program\u0131n ger\u00e7ek kapsam\u0131n\u0131 g\u00f6sterir.<\/p>\n Ba\u011f\u0131ms\u0131z izleme \u00e7er\u00e7evesini belgeye dahil edin.<\/strong> Kat\u0131l\u0131m ve b\u00fct\u00e7e ger\u00e7ekle\u015fmelerinin \u00f6tesinde, \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131 \u00f6l\u00e7en, ba\u011f\u0131ms\u0131z kurulu\u015flarca do\u011frulanan ve d\u00fczenli aral\u0131klarla kamuoyuyla payla\u015f\u0131lan bir de\u011ferlendirme mekanizmas\u0131 hesap verebilirli\u011fi g\u00fc\u00e7lendirir. Bu \u00e7er\u00e7evenin ilk y\u0131l verilerinden \u00f6nce a\u00e7\u0131klanmas\u0131, plan\u0131n en kritik g\u00fcvenilirlik ad\u0131mlar\u0131ndan biri olabilir.<\/p>\n 2026-2030 Yapay Zek\u00e2 Eylem Plan\u0131’n\u0131n Fark Et ekseni iki \u00f6zelli\u011fiyle \u00f6ne \u00e7\u0131k\u0131yor: kitlesel \u00f6l\u00e7ek iddias\u0131 ve en \u00fcst d\u00fczey siyasi sahiplenme. Bu iki \u00f6zellik, plan\u0131n ger\u00e7ekle\u015fip ger\u00e7ekle\u015fmeyece\u011fini de\u011fil, \u00f6nce ara\u015ft\u0131r\u0131lmas\u0131 gereken \u00f6n ko\u015fullar\u0131 belirliyor.<\/p>\n De\u011ferlendirme boyunca d\u00f6rt gerilim ortaya \u00e7\u0131kt\u0131: okuryazarl\u0131k tan\u0131m\u0131n\u0131n ara\u00e7sal d\u00fczeyde yo\u011funla\u015fmas\u0131, e\u011fitici ba\u015f\u0131na d\u00fc\u015fen y\u00fcksek kat\u0131l\u0131mc\u0131 oran\u0131, “81 ilde varl\u0131k” ile e\u015fit eri\u015fim aras\u0131ndaki bo\u015fluk ve ba\u011f\u0131ms\u0131z izleme \u00e7er\u00e7evesinin tan\u0131mlanmam\u0131\u015f olmas\u0131.<\/p>\n Bu d\u00f6rt nokta \u00e7\u00f6z\u00fcms\u00fcz kald\u0131\u011f\u0131 s\u00fcrece “5 milyon vatanda\u015f” rakam\u0131 kapasite g\u00f6stergesi olarak okunabilir, yetkinlik g\u00f6stergesi olarak yorumlanamaz. \u00c7\u00f6z\u00fcld\u00fc\u011f\u00fc \u00f6l\u00e7\u00fcde ise plan, T\u00fcrkiye’nin dijital okuryazarl\u0131k tarihinde ger\u00e7ek bir e\u015fik olabilir.<\/p>\n T\u00fcrkiye Yapay Zek\u00e2 Eylem Plan\u0131 ne zaman a\u00e7\u0131kland\u0131?<\/strong>\nPlan, 13 Haziran 2026’da Tersane \u0130stanbul’da d\u00fczenlenen T\u00fcrkiye Yapay Zek\u00e2 Zirvesi’nde Cumhurba\u015fkan\u0131 Recep Tayyip Erdo\u011fan taraf\u0131ndan kamuoyuna a\u00e7\u0131kland\u0131. Plan 2026-2030 d\u00f6nemini kaps\u0131yor.<\/p>\n Eylem Plan\u0131’n\u0131n d\u00f6rt ekseni nedir?<\/strong>\nPlan Fark Et, \u0130stifade Et, \u00dcret ve Y\u00f6net eksenleri \u00fczerine kurulu. Her eksen alt\u0131nda d\u00f6rder eylem, toplamda 16 \u00f6ncelikli eylem yer al\u0131yor. Fark Et ekseni toplumsal fark\u0131ndal\u0131k ve yapay zek\u00e2 okuryazarl\u0131\u011f\u0131n\u0131 kaps\u0131yor.<\/p>\n Plan ka\u00e7 ki\u015fiye yapay zek\u00e2 e\u011fitimi vermeyi hedefliyor?<\/strong>\n\u0130ki y\u0131l i\u00e7inde 81 ilde 5 milyon vatanda\u015fa yapay zek\u00e2 okuryazarl\u0131\u011f\u0131 e\u011fitimi hedefleniyor. \u0130lk 12 ayda en az 1,5 milyon ki\u015fiye ula\u015f\u0131lmas\u0131, ilk 8 ayda en az 1.000 e\u011fitici yeti\u015ftirilmesi planlan\u0131yor. Buna ek olarak 10.000 ileri d\u00fczey uzman ve 100.000 uygulama profesyoneli hedefi var.<\/p>\n Yapay zek\u00e2 okuryazarl\u0131\u011f\u0131 nedir?<\/strong>\nYapay zek\u00e2 okuryazarl\u0131\u011f\u0131 \u00fc\u00e7 d\u00fczeyde tan\u0131mlan\u0131r (UNESCO, 2022): ara\u00e7sal okuryazarl\u0131k (yapay zek\u00e2 ara\u00e7lar\u0131n\u0131 kullanabilme), kavramsal okuryazarl\u0131k (sistemin nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131, veri ba\u011f\u0131ml\u0131l\u0131\u011f\u0131n\u0131 ve s\u0131n\u0131rlar\u0131n\u0131 anlama) ve etik okuryazarl\u0131k (algoritmik kararlardaki adaleti, \u015feffafl\u0131\u011f\u0131 ve hesap verebilirli\u011fi de\u011ferlendirme). Bu \u00fc\u00e7 d\u00fczey birbirinin \u00f6nko\u015fuludur.<\/p>\n Plan\u0131n e\u011fitim boyutundaki en b\u00fcy\u00fck a\u00e7\u0131k soru nedir?<\/strong>\nBa\u011f\u0131ms\u0131z de\u011ferlendirme mekanizmas\u0131n\u0131n tan\u0131mlanmam\u0131\u015f olmas\u0131. Plan ba\u015far\u0131 e\u015fi\u011fi ve sertifikasyon \u00f6ng\u00f6r\u00fcyor, ancak e\u015fi\u011fin nas\u0131l belirlenece\u011fi, de\u011ferlendirme ara\u00e7lar\u0131n\u0131 kimin geli\u015ftirece\u011fi ve \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131n nas\u0131l do\u011frulanaca\u011f\u0131 belirsiz. Bu a\u00e7\u0131klanmadan kat\u0131l\u0131mc\u0131 say\u0131s\u0131 yetkinlik g\u00f6stergesi say\u0131lamaz.<\/p>\n Ayd\u0131n, A., ve M\u00fcft\u00fco\u011flu, Z. (2021). Ulusal yapay zek\u00e2 stratejisi ile \u00fclkemiz yeni bir at\u0131l\u0131m ba\u015flatm\u0131\u015ft\u0131r. TRT Akademi, 6<\/em>(13), 888-895. https:\/\/doi.org\/10.37679\/trta.1002524<\/p>\n Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9<\/em>(2), 27-40. https:\/\/doi.org\/10.3316\/QRJ0902027<\/p>\n Bozkurt, A., Karadeniz, K., Baneres, D., Guerrero-Rold\u00e1n, A. E., ve Rodr\u00edguez, M. E. (2021). Artificial intelligence and reflections from educational landscape: A review of AI studies in half a century. Sustainability, 13<\/em>(2), 800. https:\/\/doi.org\/10.3390\/su13020800<\/p>\n Can, M. (2023). Under the leadership of our president: “Potemkin AI” and the Turkish approach to artificial intelligence. Third World Quarterly, 44<\/em>(2), 356-376. https:\/\/doi.org\/10.1080\/01436597.2022.2147059<\/p>\n Deveci Topal, A., Toker G\u00f6k\u00e7e, A., Dilek Eren, C., ve Kolburan Ge\u00e7er, A. (2025). Artificial intelligence literacy scale: A study of reliability and validity in Turkish university students. Journal of Learning and Teaching in Digital Age, 10<\/em>(1), 58-67. https:\/\/doi.org\/10.53850\/joltida.1440845<\/p>\n Erdo\u011fan, R. T. (2026, 13 Haziran). T\u00fcrkiye Yapay Zek\u00e2 Zirvesi a\u00e7\u0131l\u0131\u015f konu\u015fmas\u0131<\/em> [Konu\u015fma metni]. Cumhurba\u015fkanl\u0131\u011f\u0131 \u0130leti\u015fim Ba\u015fkanl\u0131\u011f\u0131. https:\/\/www.iletisim.gov.tr\/turkce\/haberler\/detay\/cumhurbaskani-erdogan-turkiye-yapay-zeka-eylem-planini-acikladi<\/p>\n Guenduez, A. A., ve Mettler, T. (2023). Strategically constructed narratives on artificial intelligence: What stories are told in governmental artificial intelligence policies? Government Information Quarterly, 40<\/em>(1), 101719. https:\/\/doi.org\/10.1016\/j.giq.2022.101719<\/p>\n Jasanoff, S., ve Kim, S.-H. (Eds.). (2015). Dreamscapes of modernity: Sociotechnical imaginaries and the fabrication of power<\/em>. University of Chicago Press.<\/p>\n Kac\u0131r, M. F. (2026, 13 Haziran). T\u00fcrkiye Yapay Zek\u00e2 Zirvesi konu\u015fmas\u0131<\/em> [Konu\u015fma metni]. Anadolu Ajans\u0131. https:\/\/www.aa.com.tr<\/p>\n Laupichler, M. C., Aster, A., Schirch, J., ve Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3<\/em>, 100101. https:\/\/doi.org\/10.1016\/j.caeai.2022.100101<\/p>\n Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services<\/em>. Russell Sage Foundation.<\/p>\n Long, D., ve Magerko, B. (2020). What is AI literacy? Competencies and design considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems<\/em>, 1-16. https:\/\/doi.org\/10.1145\/3313831.3376727<\/p>\n Mochizuki, Y., Bruillard, E., ve Bryan, A. (2025). The ethics of AI or techno-solutionism? UNESCO’s policy guidance on AI in education. British Journal of Sociology of Education<\/em>. Advance online publication. https:\/\/doi.org\/10.1080\/01425692.2025.2502808<\/p>\n Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., ve Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2<\/em>, 100041. https:\/\/doi.org\/10.1016\/j.caeai.2021.100041<\/p>\n Pressman, J. L., ve Wildavsky, A. (1973). Implementation: How great expectations in Washington are dashed in Oakland<\/em>. University of California Press.<\/p>\n Radu, R. (2021). Steering the governance of artificial intelligence: National strategies in perspective. Policy and Society, 40<\/em>(2), 178-193. https:\/\/doi.org\/10.1080\/14494035.2021.1929728<\/p>\n Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131. (2026). T\u00fcrkiye yapay zek\u00e2 eylem plan\u0131 2026-2030<\/em>. Sanayi ve Teknoloji Bakanl\u0131\u011f\u0131. https:\/\/yapayzekavizyonu.sanayi.gov.tr\/<\/p>\n Schiff, D. (2022). Education for AI, not AI for education: The role of education and ethics in national AI policy strategies. International Journal of Artificial Intelligence in Education, 32<\/em>(3), 527-563. https:\/\/doi.org\/10.1007\/s40593-021-00270-2<\/p>\n Selwyn, N. (2019). Should robots replace teachers? AI and the future of education<\/em>. Polity Press.<\/p>\n Shkurti \u00d6zdemir, G. (2021). T\u00fcrkiye’nin ulusal yapay zek\u00e2 stratejisi: Bundan sonra ne beklenmeli?<\/em> (SETA Perspektif No. 317). SETA.<\/p>\n UNESCO. (2022). K-12 AI curricula: A mapping of government-endorsed AI curricula<\/em>. UNESCO. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000380602<\/p>\n UNESCO. (2024a). AI competency framework for students<\/em>. UNESCO.<\/p>\n UNESCO. (2024b). AI competency framework for teachers<\/em>. UNESCO.<\/p>\n Wang, B., Rau, P.-L. P., ve Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42<\/em>(9), 1324-1337. https:\/\/doi.org\/10.1080\/0144929X.2022.2072768<\/p>\n Williamson, B., ve Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45<\/em>(3), 223-235. https:\/\/doi.org\/10.1080\/17439884.2020.1798995<\/p>\n Dr. Hatice B\u00fcber Kaya<\/strong>, K\u0131rklareli \u00dcniversitesi \u00f6\u011fretim \u00fcyesidir. Yapay zek\u00e2, y\u00f6netim bili\u015fim sistemleri, insan-bilgisayar etkile\u015fimi ve dijital d\u00f6n\u00fc\u015f\u00fcm\u00fcn sosyal dinamikleri \u00fczerine \u00e7al\u0131\u015fmaktad\u0131r. COST Action a\u011flar\u0131nda MC ve \u00e7al\u0131\u015fma grubu \u00fcyesi olarak g\u00f6rev almaktad\u0131r.<\/p>\n Bu de\u011ferlendirmenin konu se\u00e7imi ve ilk \u00e7er\u00e7evelenmesinde katk\u0131lar\u0131 i\u00e7in Prof. Dr. Aras Bozkurt’a te\u015fekk\u00fcr ederim. Metnin t\u00fcm i\u00e7eri\u011fi ve varsa hatalar\u0131 yazara aittir.<\/em><\/p>\n At\u0131f i\u00e7in:<\/strong> B\u00fcber Kaya, H. (2026). Yapay zek\u00e2 eylem plan\u0131 2026-2030 e\u011fitim i\u00e7in ne vaat ediyor? “Fark Et” ekseninin ele\u015ftirel de\u011ferlendirmesi<\/em>. buberkaya.com. https:\/\/buberkaya.com\/yapay-zeka-eylem-plani-2026-2030-egitim-degerlendirme\/<\/p>\n\n\n
K\u0131saca: Plan\u0131n e\u011fitim hedefleri<\/h2>\n
\n\n
\n \nHedef<\/th>\n Rakam<\/th>\n S\u00fcre<\/th>\n<\/tr>\n<\/thead>\n \n Yapay zek\u00e2 okuryazarl\u0131\u011f\u0131 e\u011fitimi alacak vatanda\u015f<\/td>\n 5.000.000<\/td>\n 2 y\u0131l<\/td>\n<\/tr>\n \n \u0130lk a\u015fama kat\u0131l\u0131mc\u0131 hedefi<\/td>\n en az 1.500.000<\/td>\n ilk 12 ay<\/td>\n<\/tr>\n \n E\u011fitim verilecek il say\u0131s\u0131<\/td>\n 81<\/td>\n 2 y\u0131l<\/td>\n<\/tr>\n \n Yeti\u015ftirilecek e\u011fitici<\/td>\n en az 1.000<\/td>\n ilk 8 ay<\/td>\n<\/tr>\n \n \u0130leri d\u00fczey yapay zek\u00e2 uzman\u0131<\/td>\n 10.000<\/td>\n plan d\u00f6nemi<\/td>\n<\/tr>\n \n Yapay zek\u00e2 uygulama profesyoneli<\/td>\n 100.000<\/td>\n plan d\u00f6nemi<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n“Fark Et” ekseni nedir?<\/h2>\n
\n
\nT\u00fcrkiye’nin yapay zek\u00e2 politikas\u0131: 2021’den 2026’ya<\/h2>\n
2021-2025 Ulusal Yapay Zek\u00e2 Stratejisi<\/h3>\n
2024-2025 G\u00fcncellemesi<\/h3>\n
2026-2030: Paradigma kaymas\u0131<\/h3>\n
\nYapay zek\u00e2 okuryazarl\u0131\u011f\u0131 nedir?<\/h2>\n
\n
\nPlan\u0131n g\u00fc\u00e7l\u00fc y\u00f6nleri<\/h2>\n
\nD\u00f6rt a\u00e7\u0131k soru<\/h2>\n
1. Okuryazarl\u0131k tan\u0131m\u0131 ara\u00e7sal d\u00fczeyde kal\u0131yor<\/h3>\n
2. E\u011fitici ba\u015f\u0131na 1.500 kat\u0131l\u0131mc\u0131<\/h3>\n
3. “81 ilde varl\u0131k” ile “81 ilde e\u015fit eri\u015fim” ayn\u0131 \u015fey de\u011fil<\/h3>\n
4. Ba\u011f\u0131ms\u0131z de\u011ferlendirme mekanizmas\u0131 tan\u0131mlanmam\u0131\u015f<\/h3>\n
\nPolitika belgesi bir gelecek tasar\u0131m\u0131d\u0131r<\/h2>\n
S\u00f6ylem ile kapasite aras\u0131ndaki gerilim<\/h2>\n
\nAra\u015ft\u0131rmac\u0131lar i\u00e7in be\u015f soru<\/h2>\n
\nPolitika yap\u0131c\u0131lara \u00fc\u00e7 \u00f6neri<\/h2>\n
\nSonu\u00e7<\/h2>\n
\nS\u0131k\u00e7a sorulan sorular<\/h2>\n
\nKaynak\u00e7a<\/h2>\n
\nYazar hakk\u0131nda<\/h2>\n