EXAMINING THE DIGITAL LITERACY AND ARTIFICIAL INTELLIGENCE ATTITUDES OF UNIVERSITY STUDENTS STUDYING ARTS

Abstract

This research aimed to investigate the relationship between the digital literacy levels of university students enrolled in art education and their attitudes towards Artificial Intelligence (AI) technologies. The study utilized a relational survey model and was conducted with a total of 229 students studying in fine arts, music, visual arts education, and conservatory departments across Turkey. Data were gathered using the “Digital Literacy Scale” (Hamutoğlu et al., 2017) and the “General Attitude towards Artificial Intelligence Scale” (Schepman & Rodway, 2020). The findings indicate that students demonstrate high levels of digital literacy, high levels of positive AI attitudes, and moderate levels of negative attitudes toward AI. A statistically significant difference in digital literacy was found based on gender, favoring male students, but no difference was observed in AI attitudes. Regarding class level, senior students exhibited higher digital literacy levels, while negative AI attitudes increased in the final years. Furthermore, a positive and significant correlation was established between digital literacy and positive AI attitudes. The results suggest that art education students are effectively using technology in their creative processes but maintain a cautious approach regarding the artistic originality and ethical dimensions related to AI. In line with the findings, it is recommended that art education programs develop courses that integrate digital literacy and AI awareness.