Sustainability Education Policies İn Preschool Education in Türkiye: An Analysis of MNE, UNESCO and OECD Documents

Abstract

This study examined the structure of sustainability policies related to early childhood education in the documents of the Turkish Ministry of National Education (MNE), and the extent to which these policies align with relevant UNESCO and OECD frameworks. A content analysis of national and international policy documents was conducted, alongside a systematic review across five thematic areas: environmental, social, economic, pedagogical and teacher capacity monitoring. The findings suggest that although Türkiye has made significant progress in environmental and social areas, economic, pedagogical and teacher competence areas require further development in line with international frameworks. Overall, the study shows that although Türkiye has made significant progress in strengthening sustainability education at the early childhood level, comprehensive, long-term and multi-layered strategies are needed to ensure full compliance with the holistic approach emphasised in international documents. Accordingly, the recommendations focus on short,-medium- and long-term action areas, ranging from teacher training and curriculum coherence to monitoring and evaluation structures, and the broader strengthening of the sustainability vision at policy level.

Keywords

• Sustainability education
• Early childhood education
• UNESCO
• OECD
• MNE

Türkiye’de Okul Öncesi Eğitimde Sürdürülebilirlik Eğitimi Politikaları: MEB, UNESCO ve OECD Belgeleri Üzerine Bir Analiz

Abstract

Bu çalışma, Türkiye’de okul öncesi döneme yönelik sürdürülebilirlik politikalarının Millî Eğitim Bakanlığı belgelerinde nasıl yapılandığını ve UNESCO ile OECD’nin ilgili çerçeveleriyle hangi ölçüde örtüştüğünü incelemeyi amaçlamaktadır. Araştırma, ulusal ve uluslararası politika dokümanlarının içerik analiziyle yürütülmüş; çevresel, sosyal, ekonomik, pedagojik ve öğretmen kapasitesi–izleme olmak üzere beş tema etrafında sistematik bir çözümleme yapılmıştır. Bulgular, Türkiye’de çevresel ve sosyal boyutlarda belirgin ilerlemeler olduğunu; ekonomik, pedagojik ve öğretmen yeterliklerine yönelik alanlarda ise uluslararası çerçevelere kıyasla geliştirmeye açık noktalar bulunduğunu göstermektedir. Çalışmanın genel sonucu, Türkiye’nin sürdürülebilirlik eğitimini erken çocukluk düzeyinde güçlendirmeye yönelik önemli adımlar atmakla birlikte, uluslararası belgelerin bütüncül yaklaşımına tam uyum sağlayabilmesi için kapsayıcı, uzun vadeli ve çok boyutlu stratejilere ihtiyaç duyduğunu ortaya koymaktadır. Bu doğrultuda öneriler, öğretmen eğitiminden müfredat bütünlüğüne, izleme–değerlendirme yapılarından politika düzeyinde sürdürülebilirlik vizyonunun güçlendirilmesine uzanan kısa, orta ve uzun vadeli eylem alanlarına odaklanmaktadır.

Keywords

• Sürdürülebilirlik eğitimi
• Okul öncesi eğitim
• UNESCO
• OECD
• MEB

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