The right to education is a fundamental human right, enabling individuals to develop their potential and abilities. It is enshrined in Article 26 of the Universal Declaration of Human Rights and aims to strengthen respect for human rights, foster individual development, and promote peace among societies (Yıldıran, 2023). This right plays a crucial role in empowering individuals to know, exercise, and protect their other rights, making it a cornerstone of human rights frameworks. Rooted in the philosophies of Ancient Greek thinkers, the concept was later defined by Enlightenment philosophers such as John Locke, Jean-Jacques Rousseau, and Montesquieu. Locke advocated for education based on reason and science, while Rousseau emphasized the need for societal order established through collective approval (Israel, 2011; Madlen Blog, 2024; Tarihpark, 2024).

The French Revolution of 1789 brought education rights to the constitutional level as part of liberty, equality, and fraternity. The 1793 French Constitution identified the state’s responsibility to provide education for all citizens (Çallı, 2009; Yaşar, 2000). Today, global initiatives such as the 2030 Agenda and Sustainable Development Goal 4 (SDG 4), led by UNESCO, aim to ensure inclusive, equitable, and quality education. However, global challenges persist, with 262 million children and youth out of school and 750 million adults lacking literacy skills. These disparities exacerbate poverty and marginalization, highlighting gaps in realizing the right to education (UNESCO, 2024).

A key aspect of the right to education is that it must be accessible, high-quality, and adaptable to contemporary needs (Tomaševski, 2001). Every individual follows a unique developmental path, necessitating educational environments that foster creativity and nurture innovative, inquisitive, and original thinkers (Ackoff & Greenberg, 2008). The 4-A framework developed by Tomasevski (2004) conceptualizes the right to education through four principles: Availability, Accessibility, Acceptability, and Adaptability. It provides a universal framework for implementing the right to education in states that are parties to the International Covenant on Economic, Social, and Cultural Rights (ICESCR).

• Availability: Ensuring free and compulsory primary education and appropriate physical facilities.
• Accessibility: Guaranteeing physical and economic access to education for all.
• Acceptability: Delivering culturally appropriate, high-quality education.
• Adaptability: Providing flexible educational systems responsive to evolving societal and individual needs (European Union Agency for Fundamental Rights, n.d.).

The right to education underpins individual empowerment and the full realization of human rights. It fosters societal development, economic prosperity, and peace. In a global context, equitable implementation of this right plays a critical role in reducing poverty, strengthening social cohesion, and developing a skilled workforce aligned with sustainable development goals. This study adopts a comparative perspective, analyzing the right to education through the 4-A model in selected countries. It examines the legal frameworks and practical applications in Germany, France, the United Kingdom, Norway, and Turkey to evaluate the alignment of universal principles with local contexts. This study, in essence, seeks to address the following questions:

1. How is the right to education implemented across selected countries?
2. What gaps exist in aligning local policies with international standards?

The findings are expected to offer valuable insights for policymakers and practitioners, guiding the development of more inclusive and equitable educational systems.

This study employs a basic qualitative research design to assess the extent to which the right to education is implemented globally. Basic qualitative research focuses on exploring phenomena, processes, and participants’ perspectives (Merriam, 2002). Data Collection Data will be collected through document analysis, a research method involving the systematic examination of written materials to explore specific phenomena (Yıldırım & Şimşek, 2012). Relevant documents will be identified using inclusion and exclusion criteria, focusing on education legislation, regulations, and international agreements. Official websites of relevant organizations will serve as primary data sources. The study includes Germany, France, the United Kingdom, Norway, and Turkey. These countries were chosen for their robust legal frameworks on education and their historically significant contributions to educational philosophy. Current legislation will be analyzed, and the 4-A framework’s dimensions will be applied to compare their legal and practical implementations. Data Analysis The data will be analyzed using descriptive analysis, systematically categorizing findings within a conceptual framework (Yıldırım & Şimşek, 2012). Validity and Reliability To ensure the validity of the data, only authentic and primary sources will be used. Data collected online will be limited to official websites of authorized institutions. The study will enhance content validity by ensuring that the selected documents align with the research problem and corroborating findings with statistical data where applicable.

The study aims to reveal how the right to education is implemented across different countries using the 4-A model. It is expected to highlight variations in legal frameworks and practical applications, analyzing the influence of international regulations on local education policies. The findings will identify gaps in implementing the right to education, suggesting areas for improvement. Additionally, the study will explain how each country’s educational policies are shaped by their unique economic, social, and cultural contexts. These results are expected to form the basis for recommendations that promote the equitable and effective implementation of the right to education in line with international standards.

Ackoff, R. L., & Greenberg, D. (2008). Turning point in education: The role of innovation in educational reform. Oxford University Press. Çallı, Y. (2009). Türk anayasa hukukunda eğitim hakkı (Master's thesis, Ankara Üniversitesi). Ankara Üniversitesi Tez Merkezi. European Union Agency for Fundamental Rights. (n.d.). Article 14 - Right to education. Retrieved January 3, 2025, from https://fra.europa.eu/en/eu-charter/article/14-right-education#international-law Israel, J. I. (2011). Democratic enlightenment: Philosophy, revolution, and human rights 1750-1790. Oxford University Press. https://ndpr.nd.edu/reviews/democratic-enlightenment-philosophy-revolution-and-human-rights-1750-1790/ Madlen Blog. (2024). Hak kavramı nedir? Tanımı, tarihçesi ve önemi. Madlen Blog. https://blog.madlen.io/6-history/hak-kavrami-nedir-tanimi-tarihcesi-ve-onemi/ Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17. Tarihpark. (2024, Ocak 1). Aydınlanma Çağı ve eğitim felsefesi. Tarihpark Blog. https://www.tarihpark.com/aydinlanma-felsefesi-ve-onde-gelen-filozoflar-kimlerdir/ Tomasevski, K. (2004). The right to education: Report submitted by the Special Rapporteur, Katarina Tomasevski. United Nations Commission on Human Rights. https://digitallibrary.un.org/record/514418 Tomaševski, K. (2001). Human rights obligations: Making education available, accessible, acceptable and adaptable. Right to Education Initiative. https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Tomasevski_Primer%203.pdf UNESCO. (2024). Sustainable Development Goal 4: Ensure inclusive and equitable quality education. United Nations Educational, Scientific and Cultural Organization. https://www.unesco.org Yaşar, H. N. (2000). Eğitim hakkı ve özgürlüğü. Filiz Kitabevi. Yıldıran, G. (2023). Eğitim ve insan hakları. Boğaziçi Üniversitesi Eğitim Dergisi, 40(2), 337-385. Yıldırım, A., & Şimşek, H. (2012). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.