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

Engin Bayra

doi:10.31704/ijocis.1816916

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

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.

Keywords

Supporting Institution

N/A

Project Number

N/A

Ethical Statement

There are no human subjects in this article, and informed consent is not applicable. Ethical approval is not applicable to this study. This study used publicly available documents.

Thanks

The author would like to express sincere gratitude to the Ministry of National Education of Türkiye for providing open access to National Curriculum documents, which served as the primary data source for this research.

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Details

Primary Language

English

Subjects

Curriculum Evaluation in Education, Instructional Technologies

Journal Section

Research Article

Authors

Engin Bayra ^*
0000-0003-4437-1295
Türkiye

Early Pub Date

June 29, 2026

Publication Date

June 30, 2026

Submission Date

November 4, 2025

Acceptance Date

December 15, 2025

Published in Issue

Year 2026 Volume: 16 Number: 1

DOI

https://doi.org/10.31704/ijocis.1816916

IZ

https://izlik.org/JA22YM29FD

Cite

RIS / Bibtex

APA

Bayra, E. (2026). 21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies. International Journal of Curriculum and Instructional Studies, 16(1), 56-81. https://doi.org/10.31704/ijocis.1816916

AMA

1.Bayra E. 21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies. IJOCIS. 2026;16(1):56-81. doi:10.31704/ijocis.1816916

Chicago

Bayra, Engin. 2026. “21st Century Skills in the National Curriculum in Türkiye: Digital Competencies, Artificial Intelligence, and Instructional Technologies”. International Journal of Curriculum and Instructional Studies 16 (1): 56-81. https://doi.org/10.31704/ijocis.1816916.

EndNote

Bayra E (June 1, 2026) 21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies. International Journal of Curriculum and Instructional Studies 16 1 56–81.

IEEE

[1]E. Bayra, “21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies”, IJOCIS, vol. 16, no. 1, pp. 56–81, June 2026, doi: 10.31704/ijocis.1816916.

ISNAD

Bayra, Engin. “21st Century Skills in the National Curriculum in Türkiye: Digital Competencies, Artificial Intelligence, and Instructional Technologies”. International Journal of Curriculum and Instructional Studies 16/1 (June 1, 2026): 56-81. https://doi.org/10.31704/ijocis.1816916.

JAMA

1.Bayra E. 21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies. IJOCIS. 2026;16:56–81.

MLA

Bayra, Engin. “21st Century Skills in the National Curriculum in Türkiye: Digital Competencies, Artificial Intelligence, and Instructional Technologies”. International Journal of Curriculum and Instructional Studies, vol. 16, no. 1, June 2026, pp. 56-81, doi:10.31704/ijocis.1816916.

Vancouver

1.Engin Bayra. 21st century skills in the National Curriculum in Türkiye: Digital competencies, artificial intelligence, and instructional technologies. IJOCIS. 2026 Jun. 1;16(1):56-81. doi:10.31704/ijocis.1816916