From Digital Competence to Ethical AI Use: A Document Analysis of International and Turkish Educational Frameworks

Abstract

This study examines how digital competence, digital citizenship, and artificial intelligence ethics are represented in international and Turkish educational frameworks. Competence frameworks, curricula, and policy documents published by the European Commission, Council of Europe, UNESCO, OECD, and Turkish Ministry of National Education were analysed using qualitative document analysis. Erzurumlu İbrahim Hakkı’s Marifetname was also used as a value-based interpretive source. The data were analysed using a semi-structured codebook, focusing on the themes of digital competence, digital citizenship, artificial intelligence ethics, privacy, security, critical literacy, digital self-regulation, and human oversight and agency. The findings show that AI ethics are represented more explicitly and systematically in international documents, whereas Türkiye documents emphasize values, safe use, privacy, and responsibility. The study proposes an integrated framework for value-based digital citizenship and AI ethics by linking technical competence with moral reasoning, self-regulation, human dignity, social benefit, and critical evaluation. The study argues that Türkiye’s value-based educational orientation should not be replaced by international AI ethics frameworks. Rather it should be strengthened through operational concepts such as algorithmic bias, data ethics, explainability, accountability, and generative AI literacy. The proposed frameworks links technical competence with moral reasoning, self-regulation, human dignity, critical evaluation, and social benefit, thereby offering a culturally grounded policy contribution to curriculum and responsible AI education.