Purpose: This study aims to examine the relationship between artificial intelligence lite-racy and computational thinking skills among students of the Faculty of Sport Sciences, to determine differences according to demographic variables, and to identify the direction of the relationship between these constructs. Methods: A relational research design was employed. The sample consisted of 400 volunteer students. Data were collected using the Artificial Intelligence Literacy Scale and the Computational Thinking Scale. Descriptive statistics, independent samples t-tests, and Pearson correlation analysis were conducted. Results: Findings showed that both computational thinking and AI literacy levels were above moderate. Significant differences were found in favor of fourth-year students. Gen-der differences were observed only in the awareness dimension of AI literacy in favor of males. Students with computers and those actively following technology had higher sco-res in several subdimensions. A significant positive relationship was found between computational thinking and AI literacy (r = .489, p .001). Conclusions: The results indi-cate that computational thinking skills are positively associated with AI literacy and may play an important role in enhancing digital competencies among sport sciences students.
Torun et al. (Mon,) studied this question.