Technology Integration in English Language Teacher Education Programs in Türkiye: A Curriculum-Based Analysis through the DigCompEdu Framework

Year 2025, Volume: 12 Issue: Özel Sayı, 59 - 72, 30.11.2025

Neris Taymaz Demirok

Abstract

This study aimed to examine how digital competences are conceptualized and operationalized in the curricula of selected English Language Teacher Education (ELTE) programs in Türkiye through the lens of the DigCompEdu Framework (Redecker, 2017). Given CoHE’s decision to grant universities the authority to design their own curricula (Council of Higher Education, 2020), ELTE programs in Türkiye have continued program development and improvement efforts. This shift has made it necessary to investigate how technology integration is implemented at different institutions, especially in their official curriculum documents. A qualitative document analysis was conducted on program documents of selected ELTE programs in Türkiye. Program descriptions, program outcomes, course descriptions, and course contents were analyzed using DigCompEdu. The findings revealed varying degrees of technology integration in ELTE curricula. While few programs explicitly mentioned digital competences, the majority offered limited or implicit references to technology-supported instruction. Areas such as digital assessment, technology-enhanced feedback, and responsible technology use were found to be underemphasized. A holistic curricular vision for digital pedagogy is called for. Offering insights into the current state of technology integration in ELTE programs in Türkiye, this research could contribute to various stakeholders in the field aiming to enhance future teachers’ digital pedagogical readiness.

Keywords

English language teacher education , DigCompEdu , curriculum analysis , technology integration

Türkiye’deki İngiliz Dili Öğretmen Eğitimi Programlarında Teknoloji Entegrasyonu: DigCompEdu Çerçevesi Kapsamında Bir Müfredat Analizi

Abstract

Bu çalışma, Türkiye’deki İngiliz Dili Öğretmen Eğitimi (İDÖE) programlarının müfredatlarında dijital yeterliklerin nasıl kavramsallaştırıldığını ve uygulamaya geçirildiğini, DigCompEdu Çerçevesi (Redecker, 2017) doğrultusunda incelemeyi amaçlamaktadır. Yükseköğretim Kurulu’nun (YÖK, 2020) üniversitelere kendi müfredatlarını tasarlama yetkisi vermesiyle birlikte, İDÖE alanında program geliştirme ve iyileştirme çalışmaları sürdürülmektedir. Bu durum, farklı kurumlarda teknoloji entegrasyonunun özellikle resmi müfredat belgelerinde nasıl yansıtıldığını araştırmayı gerekli kılmıştır. Bu amaçla, seçili İDÖE programlarının program tanımları, program çıktıları, ders tanımları ve ders içeriklerine yönelik nitel bir doküman analizi gerçekleştirilmiştir. Analiz sürecinde DigCompEdu çerçevesi temel alınmıştır. Bulgular, İDÖE müfredatlarında teknoloji entegrasyonunun farklı düzeylerde gerçekleştiğini ortaya koymuştur. Az sayıda program dijital yeterliklere açıkça yer verirken, çoğu programda teknoloji destekli eğitime yalnızca sınırlı ya da dolaylı biçimde atıfta bulunulmuştur. Dijital değerlendirme, teknoloji destekli geri bildirim ve sorumlu teknoloji kullanımı gibi alanların ise yeterince vurgulanmadığı görülmüştür. Dijital pedagojiye yönelik bütüncül bir müfredat vizyonuna ihtiyaç duyulmaktadır. Türkiye’deki İngiliz Dili Öğretmen Eğitimi (İDÖE) programlarında teknoloji entegrasyonunun mevcut durumuna dair bakış açıları sunan bu araştırma, geleceğin öğretmenlerinin dijital pedagojik yeterliklerini geliştirmeyi hedefleyen alandaki çeşitli paydaşlara katkı sağlayabilir.

Keywords

İngiliz dili öğretmen eğitimi , DigCompEdu , müfredat analizi , teknoloji entegrasyonu

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