LEARNING TERMINOLOGY: STRENGTHENING THE REALM OF KNOWLEDGE AND ETHICAL PRACTICE IN EDUCATION

This study examines the terminology of learning with a particular focus on its relationship to the domain of educational disciplines and ethical practices in teaching. Terminology is understood not merely as a linguistic device but as an epistemological instrument that clarifies conceptual boundaries, strengthens scientific foundations, and upholds academic integrity. Using a descriptive qualitative approach through library research, the analysis shows that the development of educational terminology such as the transformation of the term “literacy” into “digital literacy” or “scientific literacy” reflects the social and technological dynamics shaping the direction of academic inquiry. However, the expansion of meanings may result in conceptual inflation if not accompanied by epistemological rigor. From an ethical perspective, terminology plays a significant role in ensuring fairness, transparency, and academic responsibility. Ambiguous terms can be used to manipulate policies, while precise terms reinforce the rights and obligations of both educators and students. The findings highlight the interconnectedness between terminology, disciplinary domains, and ethics: terminology provides conceptual clarity, disciplinary fields offer contextual development, and ethics ensures alignment with justice and academic integrity. Recommendations include the development of a standardized glossary of educational terms, the internalization of professional ethics in terminology use, and epistemological reflection in introducing new concepts. Thus, this study contributes to strengthening both the conceptual and ethical framework for building inclusive, transparent, and meaningful education.