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Journals / Alanyazın / 2026 / Cilt: 7

A holistic education model for the digital age: redefinition of life skills in a multi-normative world

Dijital çağ için bütüncül bir eğitim modeli: çok normlu bir dünyada yaşam becerilerinin yeniden tanımlanması

Harun Serpil(Anadolu Üniversitesi)0000-0002-6293-9385
Journal
Alanyazın
Pages
1–36
Publication Date
2026-10-26
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Four axes of implementation are worked through for the Turkish system as illustration rather than as components of the model.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Established competence frameworks were designed before normative claims began to reach young people through commercially optimised, undisclosed channels.
📊
Key Findings & Data:This conceptual article defines that condition as normative plurality: a decision situation in which two or more normative orders make incompatible claims on the same act, at least one of them constituted or amplified by algorithmic systems.
💡
Conclusion & Impact:Four axes of implementation are worked through for the Turkish system as illustration rather than as components of the model.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:bütüncül eğitim · yaşam becerileri · dijital yeterlikler

Abstract

Established competence frameworks were designed before normative claims began to reach young people through commercially optimised, undisclosed channels. This conceptual article defines that condition as normative plurality: a decision situation in which two or more normative orders make incompatible claims on the same act, at least one of them constituted or amplified by algorithmic systems. Following a theory synthesis design and a semi-systematic review, seven international competence frameworks are compared and mapped against candidate dimensions under stated retention rules. An integrative Holistic Education Model is proposed, comprising six developmental dimensions and three transversal constructs. Digital Life Competencies and Normative Navigation Competence are advanced as original contributions and distinguished from adjacent constructs. Four axes of implementation are worked through for the Turkish system as illustration rather than as components of the model.

Özet

Mevcut yetkinlik çerçeveleri, ticari amaçlı gizli algoritmaların gençleri yönlendirmeye başlamasından önceki döneme aittir. Bu kavramsal çalışma, söz konusu durumu "normatif çoğulculuk" olarak tanımlamaktadır. Normatif çoğulculuk; bir karar anında, en az biri algoritmalar tarafından dayatılan ve birbiriyle çelişen birden fazla değer sisteminin aynı anda devrede olmasıdır. Araştırma kapsamında yedi uluslararası yetkinlik çerçevesi yarı sistematik bir yöntemle incelenmiş ve elde edilen verilerle yeni boyutlar eşleştirilmiştir. Sonuç olarak, altı gelişim alanı ve bunları kesen üç temel yapıdan oluşan bütüncül bir eğitim modeli önerilmektedir. Modele özgün bir katkı olarak sunulan "Dijital Yaşam Yetkinlikleri" ve "Normatif Yönelim Yetkinliği" kavramları, benzer terimlerden belirgin şekilde ayrıştırılmıştır. Ayrıca modelin nasıl uygulanabileceğini göstermek amacıyla, Türk eğitim sistemi bağlamında dört örnek uygulama alanı incelenmiştir.

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Cite This Article

Serpil, H. (2026). A holistic education model for the digital age: redefinition of life skills in a multi-normative world. Alanyazın, Cilt: 7, 1–36. https://doi.org/10.59320/alanyazin.1998909

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