21. Yüzyıl Öğrenme Çerçevesi Kapsamında 2018 İngilizce Dersi (2-12. Sınıflar) Öğretim Programının İncelenmesi

Abstract

The aim of this study is to determine the alignment of the 2018 Primary and Secondary School English Language Curricula in terms of the 21st Century Learning Framework. This study was based on a qualitative research approach and adopted document analysis as the research design. The data sources of the study are the 2018 Primary and Secondary School English Language Curricula in Türkiye. The data were collected through the 21st Century Learning Framework Document Review Form, developed by the researchers based on the three main components of the framework and analyzed through deductive content analysis. The finding of the study indicated that Learning and Innovation Skills were prioritized in both curricula within the scope of 21st Century Student Outcomes. It was found the distribution of 21st century skills across grade levels was not systematic. Moreover, the Secondary School English Curriculum included a higher number of interdisciplinary themes compared to the Primary School Curriculum. Both curricula displayed an uneven distribution of these themes across grade levels. Furthermore, both curricula showed only partial and indirect alignment with the 21st Century Support Systems component. As a result of the study, it was determined there was a partial and indirect alignment between both curricula and the 21st Century Learning Framework and the curricula did not address the components of the framework with a systematic and holistic approach, highlighting significant areas in need of improvement. It is expected that these findings may shed on the development of a comprehensive, coherent, and spiral approach in future curriculum development efforts, encompassing the components of the 21st Century Learning Framework.