A Comparative Analysis of the “Recommendation on Education for Peace, Human Rights and Sustainable Development” and the Türkiye Century Education Model’s “Virtue–Value–Action Framework”

Authors : Hasan Nasırcı, Pelin Üredi, Fatma Sarıkayış, Bilgen Kerkez

Pages : 595-604

Doi:10.17556/erziefd.1765048

View : 146 | Download : 320

Publication Date : 2025-12-23

Article Type : Research Paper

Abstract :This study comparatively examines the common themes between United Nations Educational, Scientific and Cultural Organization’s “Recommendation on Education for Peace, Human Rights and Sustainable Development” and the “Virtue-Value-Action Framework” of the Türkiye Century Education Model. Conducted within a qualitative research approach, the study is designed as a review and utilizes document analysis technique under the scanning method to analyze reliable primary sources. The United Nations Educational, Scientific and Cultural Organization document emphasizes that education should not be limited to the transmission of academic knowledge alone but should adopt an inclusive, peace-focused, and sustainable approach encompassing ethical, social, and cultural dimensions. The Virtue-Value-Action Framework in the Türkiye Century Education Model integrates national and universal values, aiming to nurture individuals as virtuous, responsible, cooperative, and peaceful citizens. The findings reveal a high degree of overlap between the two approaches in areas such as human rights, peace, cooperation, inclusivity, sustainable development, and global citizenship; moreover, the Virtue-Value-Action Framework strengthens United Nations Educational, Scientific and Cultural Organization’s vision at the local level through concrete value clusters and action-oriented teaching methods.
Keywords : Türkiye Yüzyılı Maarif Modeli, Erdem-Değer-Eylem, değer eğitimi, UNESCO

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