Big Data, Artificial Intelligence and Ethics in Digital Education: A Proposal for a Deontological–Teleological Normative Framework

Oya Güler

  • Oya Güler: Bursa Teknik Üniversitesi
  • Year : 2026
  • Vol : 4
  • Issue : 1
  •  Page : 36-61
In the digital transformation of the 21st century, the field of education is undergoing profound structural change through the integration of big data analytics and artificial intelligence (AI) technologies. Learning management systems, adaptive platforms and AI-supported tools offer considerable opportunities for monitoring student performance, personalising learning processes and developing early intervention mechanisms. At the same time, these technologies carry multilayered ethical risks, including privacy violations, algorithmic bias, lack of transparency and the deepening of digital inequalities. This study aims to analyse the ethical problems arising from the use of big data and AI in digitalising educational environments from a normative perspective, and to develop an applicable ethical framework. Conducted within a qualitative research paradigm using document analysis, the study examines academic literature from the 2016–2025 period alongside UNESCO, OECD and EU documents; following thematic coding, a normative evaluation was carried out through deontological and teleological/utilitarian ethical perspectives. The findings are concentrated around six themes: (i) data privacy, confidentiality and surveillance; (ii) algorithmic bias and discrimination; (iii) gaps in transparency, explainability and accountability; (iv) digital inequality and the erosion of equal opportunity; (v) automation bias and the decline of human oversight; (vi) the inadequacy of international frameworks in addressing education-specific dynamics. Whilst deontological ethics positions the student's privacy and human dignity as non-negotiable boundaries, utilitarian ethics requires that social benefit be demonstrated within those boundaries. The study recommends the development of data minimisation, algorithmic explainability, independent oversight and binding governance standards specific to the educational context.
Cite this Article As : Güler, O. (2026). Big data, artificial intelligence and ethics in digital education: A proposal for a deontological–teleological normative framework. Edutech Research, 4(1), 36-61. https://doi.org/10.69991/EduRes.2026.9

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Conflict of interest : The authors declare that they have no conflict of interest.
This article is published under the CC BY-NC 4.0 license.
Edutech Research
2026, Vol. 4 (1)
E-ISSN: 3023-6665
Received : , Accepted : , Published Online :

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