Abstract:

This study aims to evaluate the learning outcomes of the geography curriculum (9-12th grade), which has been implemented in secondary education since 2018, in terms of social policy. The document analysis method, one of the qualitative research methods, was used in the study. In the 2018 geography curriculum (GC), learning outcomes related to the components of social policy and the working areas of the Ministry of Family and Social Services (MoFSS) were identified. In the 2018 GC, it was determined that the learning outcomes related to social policy were mostly in the human systems unit. In the natural systems unit, no learning outcome could be associated with social policy. Social policy practices, global and local instruments of social policy, and environmental problems, which social policymakers call the third generation, were included in the GC. Social policy that are directly within the scope of the MoFSS were found. Outcomes fall within the scope of social inclusion and social cohesion. These issues are prominent in the areas of women, migrants and intercultural communication. In this respect, the GC (2018) is the first program to explicitly include state social policy measures. Teachers are advised to shape learning environments by taking these learning outcomes.

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