Sustainability in National Curricula: An Analysis of Science and Social Studies Curriculums within the Türkiye Maarif Model and the UN SDGs
Abstract
This study aimed to identify the extent to which the United Nations Sustainable Development Goals (SDGs) are reflected in the Türkiye Maarif Model and in the learning outcomes of the Science and Social Studies curricula implemented within the scope of this model. To this end, a descriptive analysis was conducted through the examination of the common framework text of the Türkiye Maarif Model, the United Nations Sustainable Development Goals (UNDP), and the Science and Social Studies curricula developed under the Türkiye Maarif Model. The Türkiye Century Maarif Model claims to be an educational model in which the Sustainable Development Goals are systematically and substantially integrated into education. However, the findings of the study indicate that the fundamental approach and general objectives of the curricula, the envisioned student profile, teaching–learning practices, cross-curricular components, and the learning outcomes of the Science and Social Studies curriculums are not sufficiently inclusive or adequate in terms of social, environmental, and economic sustainability. In order to observe the functional impact of education on sustainable development, the Sustainable Development Goals need to be more effectively integrated into the education system. In this context, revising curricular components in line with feedback from the field and restructuring teacher education on the basis of sustainability would be beneficial.
Keywords
United Nations SDGs , Türkiye Maarif Model , Science and Social Studies Curriculum
References
- Bencze, L., Bowen, G. M., Alsop, S., & Carter, L. (2013). Teaching sustainable development in science education: Perspectives from practice. International Journal of Science Education, 35(7), 1153–1177. https://doi.org/10.1080/09500693.2011.629016