An Analysis of the Common Text of the Turkey Century Maarif Model Curriculum in Terms of Soft Skills
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| Title: | An Analysis of the Common Text of the Turkey Century Maarif Model Curriculum in Terms of Soft Skills |
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| Language: | English |
| Authors: | Murat Hevedanli, Hüseyin Hakan İnce |
| Source: | Educational Research and Reviews. 2026 21(1):11-26. |
| Availability: | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Soft Skills, National Curriculum, Educational Assessment, Systems Approach, Literacy, Social Emotional Learning, Ethics, Entrepreneurship, Classification, Leadership |
| Geographic Terms: | Turkey |
| ISSN: | 1990-3839 |
| Abstract: | The Turkey Century Maarif Model (TCMM) curriculum, introduced by the Ministry of National Education in 2024, represents a significant educational reform aimed at fostering individuals who are both competent and virtuous. This study critically examines the TCMM curriculum's common text, focusing on its integration of soft skills. Employing a qualitative document analysis approach, the research identifies patterns, themes, and conceptual inconsistencies in how soft skills are embedded within the curriculum. The findings indicate that while the curriculum includes innovative elements such as systems thinking, literacy skills, and social-emotional learning (SEL), it lacks a unified soft skills framework. Soft skills are dispersed across different sections under varying terminologies, creating classification inconsistencies and conceptual ambiguities. Additionally, key competencies such as leadership, entrepreneurship, and time management receive limited emphasis, reducing the curriculum's alignment with global 21st-century education standards. The absence of a structured assessment system for soft skills further limits the curriculum's ability to measure and enhance students' competency development effectively. This study concludes that although the TCMM curriculum introduces promising advancements in soft skills education, a more systematic, coherent, and assessable framework is necessary to ensure its effectiveness. Recommendations include the development of a dedicated soft skills classification, expanded coverage of critical competencies, improved conceptual clarity, and the establishment of structured assessment methodologies. These improvements would align the curriculum with international best practices and better prepare students for academic, professional, and social success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500417 |
| Database: | ERIC |
| Abstract: | The Turkey Century Maarif Model (TCMM) curriculum, introduced by the Ministry of National Education in 2024, represents a significant educational reform aimed at fostering individuals who are both competent and virtuous. This study critically examines the TCMM curriculum's common text, focusing on its integration of soft skills. Employing a qualitative document analysis approach, the research identifies patterns, themes, and conceptual inconsistencies in how soft skills are embedded within the curriculum. The findings indicate that while the curriculum includes innovative elements such as systems thinking, literacy skills, and social-emotional learning (SEL), it lacks a unified soft skills framework. Soft skills are dispersed across different sections under varying terminologies, creating classification inconsistencies and conceptual ambiguities. Additionally, key competencies such as leadership, entrepreneurship, and time management receive limited emphasis, reducing the curriculum's alignment with global 21st-century education standards. The absence of a structured assessment system for soft skills further limits the curriculum's ability to measure and enhance students' competency development effectively. This study concludes that although the TCMM curriculum introduces promising advancements in soft skills education, a more systematic, coherent, and assessable framework is necessary to ensure its effectiveness. Recommendations include the development of a dedicated soft skills classification, expanded coverage of critical competencies, improved conceptual clarity, and the establishment of structured assessment methodologies. These improvements would align the curriculum with international best practices and better prepare students for academic, professional, and social success. |
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| ISSN: | 1990-3839 |
