Abstract:

This study examines Turkish Curriculums during the Republican Era, focusing on objectives, learning outcomes, content, teaching-learning processes, and evaluation dimensions. Analyzing 11 curriculums (1924, 1929, 1931-32, 1938, 1949, 1962, 1981, 2006, 2015, 2017, and 2019), we obtained five primary sources and accessed the remaining sources through the examination of 289 previous studies. Through document analysis, we present changes in components, objectives, domains, themes, methods, and assessment in the programs. Although there were no significant modifications from 1949 to 1981 and from 1981 to 2006, the Ministry of National Education has continuously changed programs. Findings reveal various approaches to Turkish language education, with significant changes after 2006, particularly in reading and comprehension skills. These changes reflect evolving educational goals and global trends. The study emphasizes the need for continuous development and adopting contemporary educational approaches in Turkish Curriculums to meet changing needs and ensure progress in the education system.

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