This study aims to examine the relationship between digital literacy and the development of virtuous individuals within the framework of the "Century of Türkiye" Maarif Model. Employing the phenomenological approach, a qualitative research method, data were collected through semi-structured interviews with 9th-grade students studying at a high school in Kırşehir during the 2024–2025 academic year. A total of 20 students participated in the study. The data were analyzed using content and descriptive analysis techniques. Findings indicate that most students demonstrate a high level of digital literacy, show awareness of digital ethics, and define the concept of a virtuous individual through core values such as responsibility, respect, honesty, and moral integrity. Although students generally have a positive opinion of the Maarif Model, they expressed concerns about its implementation and lack of practical clarity. The results reveal that digital literacy not only supports individuals' access to accurate information but also plays a critical role in fostering ethical reasoning and social responsibility. In this context, it is emphasized that educational systems should adopt a holistic approach that integrates not only cognitive development but also affective, social, and moral dimensions of learning. The study also shows that while students are aware of digital citizenship and ethical principles, the transfer of this awareness into behavior remains a challenge. Therefore, it is recommended that curricula should include topics such as digital ethics, combating cyberbullying, fact-checking strategies, and ethical leadership. The research contributes to the literature by highlighting how the Maarif Model can support the formation of a competent and virtuous human profile suitable for the demands of the digital age.
Digital Literacy, Virtuous Individual, Türkiye Century Maarif Model, Ethical Values, Digital Citizenship
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