Biography
Prof. Dr. Aysun Doğutaş is a Professor in the Department of Educational Sciences, Faculty of Education, at Pamukkale University, Türkiye. Her academic work focuses on the philosophical, social, and historical foundations of education, with particular interests in multicultural education, educational sociology, migration, and social inclusion. She earned her bachelor's degree from Hacettepe University and completed both her master's degree and Ph.D. at Kent State University in the United States. Previously, she held academic positions at Ağrı İbrahim Çeçen University and Kent State University. Since 2022, she has also served as Head of her Academic Division. Her research examines educational policies for immigrant and refugee students, schools' roles in promoting social cohesion, and the relationship between culture, society, and educational opportunities. Through her publications, teaching, and academic leadership, she contributes to advancing inclusive education, educational equity, and a deeper understanding of the social and cultural dimensions of educational policy and practice.
Conference contributions 1
FROM DIGITAL DIVIDE TO AI DIVIDE:
Rethinking educational inequality in the age of generative AI
Expectations that AI-supported learning can enhance access, personalization, and educational possibilities have been raised by the quick spread of generative artificial intelligence (AI) in education. But the growth of AI also raises significant concerns about whether or not students have equitable access to these tools. The AI divide is a new aspect of educational inequality that is examined in this essay. The study makes the case that variations in students' educational experiences and results cannot be explained by access to AI technologies alone, drawing on sociological viewpoints on the digital divide, digital inequality, and cultural capital. In addition to having unequal access to AI technologies, students may also differ in their digital skills, confidence, AI literacy, usage patterns, and ability to assess and interact critically with AI-generated information. Socioeconomic status, gender, language, cultural capital, and the resources offered by educational institutions all influence these disparities. As a result, the article views AI inequality as a complex phenomenon that goes beyond the conventional issue of technology access. It also takes into account the potential for generative AI to both reproduce or create new forms of inequality while simultaneously lowering some educational obstacles. The study offers a framework for comprehending the social circumstances that influence who gains from AI-supported education by tying discussions of generative AI to well-established sociological ideas of educational inequality. The importance of shifting from an access-oriented approach to a more thorough understanding of equitable AI participation and educational opportunity is emphasized in the paper's conclusion.