Sürdürülebilir Kalkınma Hedefi 4 Kapsamında Türkiye'de Nitelikli Eğitim Girişimlerinin İncelenmesi

Abstract

Bu çalışma, öğretmenlerin ve okul yöneticilerinin Millî Eğitim Bakanlığı'nın Sürdürülebilir Kalkınma Hedefi 4 kapsamındaki uygulamalarına ilişkin bakış açılarını incelemektedir. Sıralı açıklayıcı karma yöntem yaklaşımı kullanılarak 18 maddelik bir anket yoluyla 81 ilden 1.066 katılımcıdan veri toplanmış ve 18 yarı yapılandırılmış görüşme gerçekleştirilmiştir. Bu araştırma, Türkiye'nin bir üst-orta gelirli ülke olarak yerel zorlukları ele alırken ulusal politikalarını küresel hedeflerle nasıl uyumlandırdığına dair ampirik kanıtlar sunmaktadır. Nicel bulgular, katılımcıların Bakanlığın en çok yetişkin okuryazarlık programları, okul öncesi eğitime erişim, öğretmen gelişimi, yaşam boyu öğrenme ve toplumsal cinsiyet eşitliği alanlarındaki girişimlerini gözlemlediğini göstermektedir. Ancak, eğitim altyapısının niteliği ve sürdürülebilir kalkınma farkındalığı konularında katılımcılar arasında önemli kaygılar ortaya çıkmıştır. Analiz, başlıca şu uygulama zorluklarını tespit etmiştir: yetersiz öğrenme altyapısı, müfredat uyarlama ihtiyacı, sınırlı kapsayıcılık, mesleki eğitim-endüstri uyumsuzluğu, bölgesel eşitsizlikler ve yetersiz sürdürülebilirlik farkındalığı. Bakanlığın yaptığı yatırımlara rağmen katılımcılar Türkiye'de bölgeler arasında devam eden eğitim eşitsizliklerine dikkat çekmiştir. Bu durum, mevcut avantajlara sahip olanların avantajlarının daha da artma eğiliminde olduğu "Matthew etkisi" ile açıklanmıştır. Politika önerileri arasında; hedefli altyapı yatırımları, kapsamlı öğretmen gelişimi, gerekli müfredat güncellemeleri ve güçlendirilmiş sanayi-eğitim iş birlikleri yer almaktadır.

Keywords

• Eğitim Politikaları
• Nitelikli Eğitim
• Sürdürülebilir Kalkınma Amaçları
• Türkiye
• Öğretmenler

Supporting Institution

Yazarlar bu makalenin araştırma süreci, yazarlık ve/veya yayımı için herhangi bir finansal destek almamışlardır.

Ethical Statement

Bu araştırma, etik açıdan uygun olduğu gerekçesiyle Harran Üniversitesi Eğitim Bilimleri Fakültesi Bilimsel Araştırma ve Yayın Etiği Kurulu tarafından 16.12.2022 tarihli ve 2022/222 sayılı kararıyla onaylanmıştır. Veri toplama sürecinde tüm etik ilkelere uyulmuş, kimlik belirleyici hiçbir bilgi talep edilmemiştir. Katılımcılar e-posta yoluyla gönüllülük esasına göre davet edilmiş, anket veya görüşmeden herhangi bir sonuçla karşılaşmaksızın istedikleri anda ayrılabilecekleri konusunda bilgilendirilmiştir.

Exploration of Quality Education Initiatives under Sustainable Development Goal 4 in Türkiye

Abstract

This study investigates teachers' and school administrators' perspectives on the Ministry of National Education's (MoNE) implementation of Sustainable Development Goal 4 (Quality Education). Using a sequential explanatory mixed-methods approach, data were collected from 1,066 participants through an 18-item survey and 18 semi-structured interviews across 81 cities. This research provides empirical evidence of how Türkiye, as an upper-middle-income country, aligns national policies with global goals while addressing local challenges. Quantitative results reveal stakeholder agreement with MoNE's efforts in several areas, with the strongest support for adult literacy programs, preschool education access, teacher development, lifelong learning, and gender equality. However, significant concerns emerged regarding educational infrastructure quality and sustainable development awareness, which received neutral ratings, indicating stakeholder uncertainty. Analysis identified several key implementation challenges: inadequate learning infrastructure, curriculum adaptation needs, limited inclusivity, vocational-industry misalignment, regional disparities, and insufficient sustainability awareness. Despite large investments by MoNE, participants emphasized persistent educational disparities across regions in Türkiye, theoretically explained through the “Matthew effect”, where advantages tend to accumulate for those already advantaged. Policy recommendations include targeted infrastructure investment, comprehensive teacher development, meaningful curriculum updates, and enhanced industry-education partnerships.

Keywords

• Education Policies
• Quality Education
• Sustainable Development Goals
• Türkiye
• Teachers

Supporting Institution

The authors did not receive any financial support for the research, authorship, and/or publication of this article.

Ethical Statement

This research was approved as ethically suitable by the Harran University Faculty of Educational Sciences Scientific Research and Publication Ethics Board, with its decision dated 16.12.2022 and numbered 2022/222. All ethical principles were followed during data collection and no identifying data was requested, and participants were invited by email on a voluntary basis and informed they could leave the survey or interview at any moment without consequence

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