DOI: 10.17522/balikesirnef.1821050 ISSN: 1307-6086

An Examination of Mathematics Teachers’ Views on Differentiated and Individualized Education Programs for Gifted Students Developed with Artificial Intelligence

Burak Karabey, Arzunur Çakmak, Yağmur Günay
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The rapid development of artificial intelligence (AI) technologies in the field of education offers new opportunities in personalized learning and instructional design. The purpose of this study is to examine the effectiveness of three different AI tools (ChatGPT, Gemini, and DeepSeek) in preparing an differentiated and individualized education programs (DIEP) that can be used in the education of gifted students, based on teachers' opinions. The research employed a basic qualitative research design; the participant group consisted of six middle school mathematics teachers working at Science and Art Centers in Turkey. Data were collected using a semi-structured interview form developed by the researchers; teachers were asked to rate each AI tool on a 1–5 Likert scale according to specified criteria and to explain their opinions. The findings indicate that ChatGPT was found to be stronger than other tools in terms of content and academic depth, originality and creativity, suitability to students' interests and needs, differentiation and individualization, ease of implementation, and educational and technological consistency. Gemini was found to be pedagogically balanced, while DeepSeek was considered innovative in its interdisciplinary approach but conceptually superficial. In conclusion, the findings indicate that AI tools, when used with teacher guidance, have the potential to offer individualized and deepened learning experiences in the education of gifted students.

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