Examining the sustainability competence in the common text of the Turkish century education model curriculum

Abstract

The concept of sustainability can be expressed as the way societies use our common resources consciously without jeopardising the ability of future generations to meet their living needs. Sustainability has ecological, economic and social dimensions. In order for the responsibilities that these dimensions impose on individuals to permeate the society, policy makers and programmers have great responsibilities. In this context, the research aims to examine the content of the Turkey Century Maarif Model programme content, which was published in 2024 and put into practice in the 2024-2025 academic year, in terms of Sustainability Development Goals. For this purpose, document analysis method, one of the qualitative research methods, was used. The data obtained were analysed through content analysis. The common text of curricula and sustainability development goals documents were used as study documents. The titles in the joint text of the curricula: basic approaches, general objectives, student profile, conceptual skills, trends, integrated skills, virtue value action framework, literacy skills were examined in comparison with the seventeen sustainability development goals. As a result of the research, it was found that the titles in the common text of the curricula overlap with the sustainability goals. Student profile, general objectives and literacy skills titles in the curricula are the sections that contain the most content for sustainability goals. In the study, it was observed that the section with the least content was the integrated skills title. Considering the results of the study, clearer statements can be used in learning outcomes for sustainability goals in curricula.