TY - JOUR T1 - 21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies AU - Bayra, Engin PY - 2026 DA - June Y2 - 2025 DO - 10.31704/ijocis.1816916 JF - International Journal of Curriculum and Instructional Studies JO - IJOCIS PB - Eğitim Programları ve Öğretim Derneği WT - DergiPark SN - 2146-3638 SP - 56 EP - 81 VL - 16 IS - 1 LA - en AB - 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. KW - National curriculum KW - Digital competencies KW - Artificial intelligence literacy KW - Instructional technologies KW - Learning outcomes CR - Baş, E., & Ercan, R. (2023). A descriptive analysis of the curricula implemented in village institutes. Journal of Social Humanities and Administrative Sciences, 61(61), 2354–2365. https://doi.org/10.29228/joshas.68257 CR - Bowen, G. A. (2009). Document analysis as a qualitative research method. 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