Active Citizenship in Social Studies Curriculum: Dimensions, Strategies, and Gradual Development

Authors : Engin Zabun

Pages : 78-93

View : 54 | Download : 105

Publication Date : 2026-01-01

Article Type : Research Paper

Abstract :This study aims to examine the Ministry of National Education’s (MNE) renewed Social Studies Curriculum (2024) within the framework of the Turkish Century Education Model (TYMM) to assess students’ approach to acquiring active citizenship competencies. To achieve this objective, the research was designed using a concurrent intertwined mixed methods design based on document analysis. The program’s active citizenship dimensions (political participation, social responsibility, and moral responsibility) were examined using quantitative and qualitative content analysis techniques, systematically demonstrating how these dimensions are structured within the program. The findings indicate that the curriculum structures active citizenship through a holistic approach, shifting its primary focus to the Moral Responsibility and Social Responsibility dimensions. A substantial majority of the learning outcomes were categorized under Moral Responsibility, and the core competency codes of Patriotism and Responsible Decision-Making were identified as the most dominant elements. These results suggest that the curriculum primarily positions active citizenship as a national and ethical duty. To achieve this, the program ensures a spiral progression of learning outcomes from Grade 4 to Grade 7 and proposes Reflective Inquiry strategies such as Project-Based Learning and Debate to support the capacity for action. However, the Political Participation dimension remained the least frequent among all dimensions, and the Citizenship Literacy competency was comparatively sparse, indicating a move away from institutional politics and the development of critical political consciousness. In conclusion, the TYMM curriculum possesses a theoretically strong potential for cultivating active citizenship, though realizing this potential in practice requires strengthening teachers’ pedagogical competence in active learning methods.
Keywords : Aktif Vatandaşlık, Aktif Vatandaşlık, sosyal bilgiler öğretim programı, maarif modeli, sivil katılım, sosyal sorumluluk

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