This article addresses a key approach to enhancing the quality of educational practice and safeguarding its distinctive nature and specificities amid profound and rapidly accelerating digital and technological transformations affecting practices in the school environment, educational stakeholders, the nature of their interactions, and their relationship with knowledge. The study also highlights the shortcomings and limitations in establishing digital ethics. Drawing on findings from relevant academic studies as well as foundational literature on ethics and ethical frameworks, it identifies a range of potential risks that should be considered when developing a reference framework for digital ethical governance, particularly within Morocco’s national education sector, where this field remains in the process of development and institutionalization. The research problem examines the conceptual framework governing the integration of digital transformation within the education, training, and scientific research system, particularly the national education sector. It further investigates the measures undertaken by the competent authorities to ensure the ethical implementation of digital and technological transformation in accordance with the commitments established in relevant regulatory texts and reference frameworks. The study also assesses the extent to which existing initiatives, where implemented, meet the requirements of efficiency and effectiveness. Finally, it explores ways of contributing to the development of an ethical approach capable of accompanying digital and technological transformation in the national education sector and addressing existing shortcomings. To achieve these objectives, the study adopts a descriptive-analytical approach.