Gender Equality in AI-Supported Military Education: Literature Insights and Evidence from Turkish Institutions

Kuloğlu, Ceyda; Koçanli, Murat

doi:10.57767/jobs_2025_010

Journal on Baltic Security

Gender Equality in AI-Supported Military Education: Literature Insights and Evidence from Turkish Institutions

Volume 11, Issue 2 (2025), pp. 124–156

Ceyda Kuloğlu Murat Koçanli

https://doi.org/10.57767/jobs_2025_010

Pub. online: 31 December 2025 Type: Research Article

Open Access

Received
10 October 2025

Accepted
9 November 2025

Published
31 December 2025

Abstract

Artificial Intelligence (AI) is increasingly discussed as a transformative tool for professional military education, particularly through simulations, adaptive learning platforms, and data-driven assessment systems. However, the integration of AI into military education has largely proceeded without sufficient attention to gender equality, despite extensive evidence that algorithmic systems can reproduce and amplify existing social biases. Drawing on interdisciplinary literature on AI and education, feminist military studies, and international policy frameworks such as NATO’s Principles of Responsible Use and the Women, Peace and Security (WPS) agenda, this article critically examines the implications of AI-supported military education from a gender perspective.

The study combines a comprehensive literature review with qualitative field research conducted at three major military educational institutions in Türkiye: the National Defence University, the NATO Centre of Excellence for Defence Against Terrorism (COE-DAT), and the Turkish Gendarmerie and Coast Guard Academy. Findings reveal a dual gap: while AI-supported educational tools are largely absent in these institutions, gender perspectives and WPS principles are also almost entirely missing from curricula and training practices. This absence raises concerns about institutional readiness for the future integration of AI, particularly regarding the risk that gender-blind environments may inadvertently embed bias into emerging AI-supported educational systems. The article argues that aligning AI adoption with gender-sensitive frameworks is essential for maintaining the integrity, inclusivity and effectiveness of military education. It concludes by offering recommendations for integrating AI and gender equality in a mutually reinforcing manner, in line with NATO commitments and broader ethical standards.

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Artificial Intelligence Gender Equality Military Education Peace and Security Women

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