Curricular representations of artificial intelligence ethics in OECD, UNESCO, International Baccalaureate, and Turkish National Maarif Model

This study investigates how artificial intelligence (AI) ethics are represented within national and international curriculum guides in terms of a unified ethical framework consisting of five principles: beneficence, non-maleficence, autonomy, justice, and explicability. Specifically, it explores how these principles are embedded within four significant educational frameworks: the OECD 2030 Competency Framework, UNESCO's AI Competency Framework for Students, the International Baccalaureate (IB) Theory of Knowledge (TOK) curriculum guide, and the Turkish National Curriculum Guide (Türkiye Century Maarif Model, TCMM). Utilizing qualitative document analysis anchored in Floridi and Cowls' (2019) comprehensive AI ethics framework, this research identifies the extent and manner of AI ethics integration within each curriculum. The findings indicate that all frameworks emphasize ethical principles to varying degrees, with notable differences in focus and depth. The IB TOK curriculum demonstrates strong epistemological inquiry but lacks explicit and systematic integration of AI-specific ethical considerations. TCMM strongly emphasizes values-based education but exhibits limited attention to epistemological implications of AI. Conversely, OECD and UNESCO frameworks offer comprehensive guidelines for fostering AI literacy and ethics but require practical strategies for effective curricular implementation. The study concludes with recommendations aimed at enhancing curricular integration of AI ethics and promoting the development of ethically reflective and epistemologically competent learners prepared to navigate the complexities of an AI-driven world.