Özet:

The aim of this research is to examine the 2018 secondary school Turkish curriculum in terms of 21st-century skills. In accordance with this purpose, the situation of 21st-century skills in the 2018 Turkish class curriculum was investigated. As a qualitative research method, document analysis method was used for examining the curriculum in terms of 21st-century skills, and the sample document in this study is the Turkish class curriculum. In the study, document analysis was used as a qualitative data collection tool in order to examine the Turkish course curriculum. For this purpose, the entire 2018 secondary school Turkish class curriculum was examined. In the document analysis, benchmark skills are created according to the “Partnership for 21 Century Skills” (P21) classification. The skills are seen to be composed of three main skill fields: learning and innovation skills, knowledge, media and technology skills, and life and career skills. According to the document analysis, the skills mostly included in the Turkish course curriculum; communication, critical thinking, and decision making in general purposes (specific purpose, competence, achievement); problem solving, communication and collaboration in content; critical thinking, productivity, media literacy, learning to learn in teaching and learning processes; creativity, media literacy, learning to learn and self-direction skills in measurement and evaluation items. The least frequently mentioned skills are innovativeness, collaboration, media literacy in general purpose; critical thinking, decision making, media literacy in content; accountability, leadership, innovation, flexibility, and adaptability in learning-teaching processes; communication, cooperation, information literacy, leadership, and taking responsibility skills in assessment and evaluation.

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