Citizenship education: Evaluation of teaching curricula in the context of citizenship approaches

Authors : Eylem Çoban, Esra Nihlenur Şen, Betül Akyürek Tay, Bayram Tay

Pages : 2257-2291

Doi:10.48146/odusobiad.1793518

View : 143 | Download : 202

Publication Date : 2025-12-28

Article Type : Research Paper

Abstract :Citizenship is a fundamental process that enables individuals to integrate into social life, become aware of their rights and responsibilities, and develop a commitment to democratic values. Supporting this process is one of the fundamental goals of the education system. Education aims to help individuals gain a sense of belonging to society, develop an active sense of citizenship, and internalize democratic culture. This goal is systematically supported through various courses and teaching programs. Social studies, human rights, citizenship and democracy, Turkish Republic history of revolution, and Kemalism courses are among the courses taught in Turkey to ensure that individuals grow up to be good and effective citizens. Within this framework, the study aims to evaluate the learning outcomes and process components included in the 2024 social studies, human rights, citizenship and democracy, and Turkish Republic revolution history and Kemalism teaching curriculum in terms of citizenship approaches. The research was conducted using the document review method, one of the qualitative research designs. The data sources for the research are the 2024 social studies, human rights, citizenship, and democracy, and Turkish Republic Revolution History and Atatürkism course programs. Document analysis was used to analyze the data. The analysis of the learning outcomes and process components of the teaching programs revealed that the teaching program for the human rights, citizenship, and democracy course emphasizes constitutional, active, and political citizenship; the teaching program for the social studies course emphasizes critical, cultural, and political citizenship; and national, critical, and political citizenship approaches in the Turkish Republic Revolution History and Atatürkism course curriculum. It was determined that multilingual citizenship and energy and European Union citizenship approaches were not included in the learning outcomes and process components of the three curricula examined. In order to support individuals in becoming good and effective citizens, it is recommended that citizenship approaches, which are lacking in the current curriculum, be integrated into the learning outcomes and process components.
Keywords : Vatandaşlık eğitimi, öğretim programı, vatandaşlık yaklaşımları

ORIGINAL ARTICLE URL