Akademik Veri Yönetim Sistemi
Measurement, 2026 (ESCI, Scopus)
With the increasing integration of generative artificial intelligence (GenAI) tools such as ChatGPT into higher education, the need for valid and reliable instruments to assess students’ literacy in using these systems effectively, critically, and ethically is growing rapidly. In the present study, the ChatGPT Literacy Scale (ChatGPT-LS) was adapted into Turkish, and its psychometric properties were evaluated in a sample of 572 university students in Türkiye (Mage = 21.29, SD = 3.34), of whom 75.7% were female. Confirmatory Factor Analysis confirmed the five-factor structure of the 25-item scale, and measurement invariance was supported at the configural, metric, scalar, and strict levels. The scale demonstrated high internal consistency, and Classical Test Theory (CTT) analyses provided strong evidence for construct validity. Item Response Theory (IRT) analyses further showed that the items functioned appropriately in terms of difficulty and demonstrated strong discrimination. Associations with measures of AI literacy and attitudes toward AI supported convergent validity, whereas discriminant validity findings indicated that ChatGPT literacy was related to, yet distinct from, broader AI-related constructs. Beyond validating the Turkish version of the scale, the present study demonstrates that ChatGPT literacy can be conceptualized and measured as a stable, multidimensional competency construct across contexts, while also advancing GenAI literacy measurement through the combined use of CTT, IRT, and multi-group invariance testing. These findings highlight the value of the ChatGPT-LS for comparative research, curriculum development, and the evaluation of GenAI literacy initiatives in higher education.