DIGITALIZATION IN GASTRONOMY EDUCATION: STUDENTS’ USE OF INTERNET AND ARTIFICIAL INTELLIGENCE RESOURCES

Abstract

This study examines how gastronomy and culinary arts students use the internet and artificial intelligence resources when preparing culinary recipes. The aim is to explore the relationship students establish with digital sources, how these tools are integrated into learning processes, and the opportunities and limitations they present within an educational context. Designed as a qualitative study, semi-structured interviews were conducted with 21 students enrolled in practical kitchen courses at Afyon Kocatepe University. The collected data were transferred to MAXQDA software and analyzed through content analysis and thematic coding. Findings reveal that students most frequently use video-based platforms (YouTube, Instagram Reels, TikTok) and AI tools (ChatGPT, Gemini, MidJourney). Their purposes include recipe discovery, technical skill development, academic support, recipe variation, and searching for alternative ingredients. To ensure reliability, students employ strategies such as multiple source comparison, authority control, and user reviews, while measurement inconsistencies and language barriers are common challenges. The contributions of digital resources include rapid access to information, creativity, and cultural diversity. However, limitations include information overload, professional equipment requirements, and excessive reliance on AI. Instructor attitudes emerge as a critical factor in guiding students’ use of digital resources.