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Dergiler / Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi / 2026 / Volume: 16 Issue: 1

21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies

Engin Bayra(SİNOP ÜNİVERSİTESİ)0000-0003-4437-1295
Sayfa
—
Yayın Tarihi
2026-06-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Overall, the findings suggest that while the learning outcomes provide a strong ethical and citizenship-oriented orientation for digital education, greater coherence in AI literacy and instructional technology-related outcomes may further support a comprehensive digital competency framework.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This study examines the distribution and subject-based positioning of learning outcomes related to digital competencies, Artificial Intelligence (AI) literacy, and instructional technologies within the National Curriculum in Türkiye (NCT).
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Temel Bulgular & Veri:At the level of learning outcomes, the curricula show substantial alignment with UNESCO frameworks and the EU DigComp 2.2 framework, particularly in relation to ethics and data literacy.
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Sonuç & Katkı:Overall, the findings suggest that while the learning outcomes provide a strong ethical and citizenship-oriented orientation for digital education, greater coherence in AI literacy and instructional technology-related outcomes may further support a comprehensive digital competency framework.
🔬Tür:Research Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:National curriculum · Digital competencies · Artificial intelligence literacy

Abstract

This study examines the distribution and subject-based positioning of learning outcomes related to digital competencies, Artificial Intelligence (AI) literacy, and instructional technologies within the National Curriculum in Türkiye (NCT). Using qualitative document analysis of curricula published by the Ministry of National Education, learning outcomes were identified through a systematic keyword-based screening process employing concepts such as digital, technology, AI, data, literacy, online, and citizenship. The findings indicate that learning outcomes across subject areas and grade levels place particular emphasis on digital citizenship, ethics, online safety, and data literacy. Science and mathematics curricula predominantly highlight data use and digital tools, while social sciences foreground ethical considerations and digital rights. Language and literature curricula emphasise digital communication and AI-supported learning, whereas history and philosophy curricula address digitalisation in historical and social contexts. At the level of learning outcomes, the curricula show substantial alignment with UNESCO frameworks and the EU DigComp 2.2 framework, particularly in relation to ethics and data literacy. However, AI-related learning outcomes do not yet reflect a clearly articulated progressive structure across grade levels. As this analysis is limited to intended learning outcomes, further research is needed to examine how AI pedagogy, teacher competencies, and assessment practices are addressed beyond the curriculum texts. Overall, the findings suggest that while the learning outcomes provide a strong ethical and citizenship-oriented orientation for digital education, greater coherence in AI literacy and instructional technology-related outcomes may further support a comprehensive digital competency framework.

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Bu Makaleye Atıf Yap

Bayra, E. (2026). 21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, Volume: 16 Issue: 1. https://doi.org/10.31704/ijocis.1816916

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Kaynakça (21)

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