Fearing Cognitive Automation: How AI Perceptions Shape Career Considerations Among 12th-Grade Students
Education Sciences, cilt.16, sa.6, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 6
- Basım Tarihi: 2026
- Doi Numarası: 10.3390/educsci16060969
- Dergi Adı: Education Sciences
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Agricultural & Environmental Science Database, EBSCO Education Source, Educational research abstracts (ERA), Psycinfo, Directory of Open Access Journals, Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: AI anxiety, AI literacy, artificial intelligence, career anxiety, career counseling, career preparedness, cognitive automation, secondary education, social cognitive career theory (SCCT), uncertainty management theory (UMT)
- Anadolu Üniversitesi Adresli: Evet
Özet
AI technologies are changing the world of work in ways that are hard to predict, and this uncertainty is felt particularly strongly by young people who are just beginning to think about their futures. This study explores how high school students in Turkey perceive AI’s potential impact on their career choices, using Social Cognitive Career Theory (SCCT) and Uncertainty Management Theory (UMT) as interpretive lenses rather than formally tested models. SCCT helps frame AI as an environmental force that shapes how students think about their career options, while UMT helps explain how students emotionally and cognitively respond to uncertainty that cannot easily be resolved. Using a cross-sectional survey of 354 12th-grade students, we developed and validated the AI-Related Career Perception Questionnaire (AICP-Q), which yielded four factors: AI Anxiety and Career Precarity, AI Literacy and Technological Awareness, Proactive Career Adaptation, and Socio-Technical Uncertainty. Students showed moderate AI awareness but relatively high levels of socio-technical uncertainty. Academic track emerged as an exploratory statistical correlate of AI Anxiety, a descriptive association suggesting that students’ sense of threat from AI may relate more to the specific skill demands of their chosen field than to the prestige of their school, though no causal inference can be drawn from these cross-sectional data. A key finding is “the planning gap”: students recognized the potential career disruptions associated with AI but did not consistently respond with adaptive behaviors. Drawing on UMT, we advance the tentative hypothesis, to be tested in future research, that this pattern may relate to a lack of the appraisal resources needed to translate awareness into action; because these constructs were not directly measured, this remains an interpretive suggestion rather than an empirical finding.