Yabancı Dil Eğitimi ve Yabancı Dil Öğretmenliği Eğitim Politikaları: Türkiye, Singapur, Norveç ve Hollanda Karşılaştırması

Abstract

Bu çalışmada Türkiye, Hollanda, Singapur ve Norveç’in ilköğretim yabancı dil eğitim programları ve İngilizce öğretmen yetiştirme sistemleri karşılaştırmalı olarak incelenmiş; ülkelerin sistemlerindeki benzerlik ve farklılıkların ortaya konması amaçlanmıştır. Çalışma, Türkiye’nin yabancı dil yeterliliğinin düşük olmasının nedenlerini anlamaya ve uluslararası düzeyde başarılı ülkelerin uygulamalarından çıkarımlar yapmaya yöneliktir. Çalışmada karşılaştırmalı eğitim modeli uygulanmıştır. Araştırma kapsamında ilgili ülkelerin yabancı dil eğitimi programları incelenirken kullanılan genel karşılaştırma ölçütleri; yapı ve işleyiş, hedefler ve davranışlar, içerik ve müfredat, ölçme ve değerlendirmedir. Araştırmada nitel veri toplama yöntemlerinden doküman incelemesi kullanılmış ve veriler betimsel analiz yöntemiyle açıklanmıştır. İlgili ülkelerin 2024 yılında English Proficiency Index’ten (EPI) aldıkları dereceler doğrultusunda yabancı dil eğitiminin ve öğretmen yetiştirme politikalarının mevcut durumu analiz edilmiştir. Araştırmanın sonucunda Hollanda’nın yabancı dil eğitimine en erken başladığı, Norveç ve Hollanda’da eğitim programlarında esneklik sağlandığı, bunun yanı sıra Singapur ve Türkiye’de ise merkezi bir sistemin uygulandığı ortaya konmuştur. Öğretmen yetiştirmede ise Türkiye dışında tüm ülkelerin öğretmenlik uygulaması dersine çok daha fazla zaman ayırdığı görülmüştür. Ele alınan ülkeler üzerine yapılan araştırma sonucu doğrultusunda EPI testinden başarılı sonuçlar elde eden Hollanda, Singapur ve Norveç eğitim sistemlerinden yola çıkılarak Türkiye’de ilköğretim yabancı dil eğitimi ve İngilizce öğretmen yetiştirme programları için çeşitli öneriler geliştirilmiştir. Bu yönüyle çalışma, yabancı dil politikalarının iyileştirilmesine katkı sağlayabilecek karşılaştırmalı bir eğitim analizi niteliği taşımaktadır.

Keywords

• Karşılaştırmalı eğitim
• yabancı dil eğitimi
• eğitim politikaları
• yabancı dil öğretmenliği

Supporting Institution

Araştırma için herhangi bir destek beyanı bulunmamaktadır.

Ethical Statement

“Yabancı Dil Eğitimi ve Yabancı Dil Öğretmenliği Eğitim Politikaları: Türkiye, Singapur, Norveç ve Hollanda Karşılaştırması” başlıklı makalenin özgün bir araştırma olduğunu; bu araştırmanın bütün aşamalarında (hazırlık, literatür taraması, veri toplama, veri analizi, sunum) bilimsel etik, ilke ve kurallara uygun davrandığımızı; bu çalışma kapsamında yararlanılan eserlerin tamamına kaynakçada yer verdiğimizi; kullanmadığımız hiçbir kaynağı kaynakçaya eklemediğimizi; verileri kullanırken veriler üzerinde bir değişiklik yapmadığımızı; araştırmanın intihal içermediğini; Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi ile Yayın Etiği Komitesi (COPE) İlkelerinin tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimizi; araştırmamızla ilgili burada yazılı ifadelerimize aykırı herhangi bir durumun saptanması durumunda ortaya çıkabilecek ahlaki ve hukuki bütün sonuçları kabul edeceğimizi beyan ederiz.

Thanks

Araştırma için herhangi bir teşekkür beyanı bulunmamaktadır.

Foreign Language Education and Foreign Language Teacher Training Policies: A Comparison of Türkiye, Singapore, Norway and the Netherlands

Abstract

This study comparatively examines the primary school foreign language education curricula and English teacher education systems of Türkiye, Singapore, Norway and the Netherlands, and aims to identify the similarities and differences among these countries’ systems. The study seeks to understand the reasons for Türkiye’s low level of foreign language proficiency and draw implications from the practices of countries that achieve success at the international level. The study adopts a comparative education research model. Within the scope of the research, the general comparison criteria used to examine the foreign language education curricula of the selected countries include structure and administration, objectives and learning outcomes, content and curriculum, and assessment and evaluation. The study employs document analysis as a qualitative data collection method, and the data are analyzed using descriptive analysis. The study analyzes the current state of foreign language education and teacher education policies in the selected countries based on their rankings in the 2024 English Proficiency Index (EPI). The findings indicate that the Netherlands introduces foreign language education at the earliest stage, while Norway and the Netherlands provide flexibility in their education curricula. In contrast, Singapore and Türkiye implement centralized education systems. With regard to teacher education, the study finds that all countries except Türkiye allocate significantly more time to teaching practicum courses. Based on the findings obtained from the examined countries, the study develops several recommendations for primary school foreign language education and English teacher education programs in Türkiye, drawing on the education systems of the Netherlands, Singapore, and Norway, which achieve high performance in the EPI. In this respect, the study constitutes a comparative education analysis that contributes to the improvement of foreign language policies.

Keywords

• Comparative education
• foreign language education
• education policy
• foreign language teaching

Supporting Institution

There is no statement of support for the article.

Ethical Statement

The article titled “Foreign Language Education and Foreign Language Teacher Training Policies: A Comparison of Türkiye, Singapore, Norway and the Netherlands” is original research; we hereby state that we have acted in accordance with scientific ethics, principles, and rules at all stages of this research (preparation, literature review, data collection, data analysis, and presentation); that all sources consulted in the course of this study have been duly included in the reference list; that no sources not consulted have been included; that no alterations have been made to the data during their use; that the research does not contain any form of plagiarism; and that we have complied with our ethical duties and responsibilities by fully accepting all the terms and conditions of the Scientific Research and Publication Ethics Directive of Higher Education Institutions and the Committee on Publication Ethics (COPE) Principles. We further state that we accept full moral and legal responsibility for any consequences that may arise should any situation contrary to the statements made herein be identified in relation to our research.

Thanks

There is no statement of acknowledgement for the article.

References

1. American Council on the Teaching of Foreign Languages. (2024). ACTFL proficiency guidelines 2024. Retrieved June 19, 2025, from https://www.actfl.org/news/revised-actfl-proficiency-guidelines-released
2. Arslan, G. (2020). An overview of the European profile for language teacher education on the language teacher education reforms in Türkiye. Near East University Online Journal of Education, 3(1), 37-45. https://doi.org/10.32955/neuje.v3i1.181
3. Arslan, S., & Ozpinar, İ. (2008). Teachers Qualifications: Comparison Between Primary School Curriculum Expectations And Teachers Acquisitions In Education Faculties. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1), 38–63. https://dergipark.org.tr/en/pub/balikesirnef/issue/3366/46484
4. Aslan, N. (2008). Early foreign language learning around the world and the situation in Türkiye. Çukurova University Journal of Education Faculty, 3(35), 1–9. https://search.trdizin.gov.tr/en/yayin/detay/96298
5. Aslan, Y. (2016). Comparison of primary school foreign language curricula of Türkiye, Germany and the Netherlands. Journal of Education and Training Studies, 4(8), 34–43. https://doi.org/10.11114/jets.v4i8.1581
6. Avci, B., & Yucel Toy, B. (2018). Comparison of Norwegian and Turkish education systems and teacher training systems. Mediterranean Journal of Educational Research, 12(25), 39–59. https://doi.org/10.29329/mjer.2018.153.3
7. Aydin, S. (2024). Foreign language education at primary and secondary education levels in Türkiye: Current situation, problems and proposed solutions (Technical report] İstanbul Medeniyet University. https://doi.org/10.13140/RG.2.2.10903.59045
8. Baltaci, A. (2019). The qualitative research process: How to conduct a qualitative research?. Ahi Evran University Journal of the Institute of Social Sciences, 5(2), 368–388. https://doi.org/10.31592/aeusbed.598299

9. Bayirli, A. (2020). Comparison of the Singapore education system and the Turkish education system and implications for Türkiye. International Journal of Social Sciences Academy, 2(4), 1104–1132. https://doi.org/10.47994/usbad.830544
10. Berger, G. (2009). How the internet impacts on international news. International Communication Gazette, 71(5), 355-371. https://doi.org/10.1177/1748048509104977
11. Birbiri, D., & Ayer, G. (2013). A comparison of Turkish educational philosophy and Singaporean educational philosophy [Unpublished Course assignment]. Kocaeli University, Institute of Social Sciences, Department of Educational Sciences.
12. Bozgoz, M. G., & Gur, B. S. (2022). Skills transformation in higher education: perceptions of foreign language lecturers. Journal of University Research, 5(1), 109-118. https://doi.org/10.32329/uad.1058499
13. Chen, J., Li, F., & Xuan, C. (2006). A preliminary analysis of the use of resources in intelligent information access research. Proceedings of the American Society for Information Science and Technology, 43(1), 1-15. https://doi.org/10.1002/meet.14504301200
14. Capan, S. A. (2021). Problems in foreign language education in the Turkish education system: Pre-service teachers’ accounts. Eurasian Journal of Applied Linguistics 7(1), 397-419. https://doi.org/10.32601/ejal.911469
15. Cetin, A., Unsal, S., & Hekimoglu, E. (2021). An analysis of the teacher training undergraduate program updated in the 2018-2019 educational year. The Journal of Buca Faculty of Education, (52), 337–358. https://doi.org/10.53444/deubefd.904931
16. Celik, S., & Arikan, A. (2012). A qualitative study of the effectiveness of teacher education programs in preparing primary school English language teachers. Pamukkale University Faculty of Education Journal, 32(2), 77–87. https://doi.org/10.9779/PUJE498
17. Ciftci, M., & Ersoy, M. (2021). Tendencies of studies carried out in the field of education during the pandemic: The case of Türkiye. International Journal of Eurasia Social Sciences (IJOESS), 12(43), 75–87. http://dx.doi.org/10.35826/ijoess.2860
18. Council of Higher Education (YOK). (2007). Teacher education and faculties of education (1982–2007): An evaluation of teacher education at universities. Council of Higher Education Publications.. Retrieved April 7, 2025, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmen-yetistirme-ve-egitim-fakulteleri.pdf
19. Council of Higher Education (YOK). (2018). Undergraduate program in English language teaching. Retrieved May 11, 2025, from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
20. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.
21. De Bot, K. (2014). The effectiveness of early foreign language learning in the Netherlands. Studies in Second Language Learning and Teaching, 4(3), 409–418. https://doi.org/10.14746/ssllt.2014.4.3.2
22. De Nederlandse Grondwet. (2002). Artikel 23: Het openbaar en bijzonder onderwijs. De Nederlandse Grondwet. Retrieved May 6, 2025, from https://www.denederlandsegrondwet.nl/id/vi5kn3s122s4/artikel_23_het_openbaar_en_bijzonder Demir, Y., & Yavuz, M. (2014). A Comparative analysis of the English language curricula in Finland, Japan, Korea, China (Shanghai) and Türkiye. Mediterranean Journal of Humanities, 4(1), 115–128. https://doi.org/10.13114/MJH.201416428
23. Demirkan, C. (2008). The impact of foreign language learning on individuals' social lives: A study on teachers in Isparta [Master’s thesis, Süleyman Demirel Üniversitesi, Sosyal Bilimler Enstitüsü, Isparta].
24. Deregozu, A. (2021). An evaluation of foreign language education in Europe and Türkiye. Mehmet Akif Ersoy University Journal of Education Faculty, (58), 501–521. https://doi.org/10.21764/maeuefd.762412
25. Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2023). Education policy and social change: examining the impact of reform initiatives on equity and access. International Journal of Science and Research Archive, 11(2), 139-146. https://doi.org/10.30574/ijsra.2024.11.2.0372
26. Ergun, M. (1985). Comparative education. İnönü University Education Faculty. Retrieved May 22, 2025, from http://www.egitim.aku.edu.tr/kegitim.pdf
27. Ertem, Z. S. (2023). Becoming an English teacher in Netherlands and Türkiye. International Journal of Turkish Literature Culture Education, 12(3), 1340–1361. https://doi.org/10.7884/teke.1341003
28. European Commission, Education, Audiovisual and Culture Executive Agency. (2025, April 14). Norway – Overview. Eurydice. Retrieved May 9, 2025, from https://eurydice.eacea.ec.europa.eu/eurypedia/norway/overview
29. European Commission/EACEA/Eurydice. (2025). Quality assurance in early childhood and school education. Retrieved May 19, 2025, from https://eurydice.eacea.ec.europa.eu/national-education-systems/norway/quality-assurance-early-childhood-and-school-education
30. Eurydice. (n.d.). Initial education for teachers working in early childhood and school education: Norway. Retrieved May 26, 2025, from https://eurydice.eacea.ec.europa.eu/eurypedia/norway/initial-education-teachers-working-early-childhood-and-school-education
31. Eurydice. (2023). Teachers and education staff – Norway. Retrieved May 26, 2025, from https://eurydice.eacea.ec.europa.eu/eurypedia/norway/teachers-and-education-staff Fang, F., & Xu, Y. (2022). Commonalities and conflation of global englishes and translanguaging for equitable english language education. Teaching English as a Second or Foreign Language Journal--Tesl-Ej, 26(3). https://doi.org/10.55593/ej.26103a9
32. Government of the Netherlands. (n.d.). Subjects and attainment targets in primary education. Ministry of Education, Culture and Science. Retrieved May 5, 2025, from https://www.government.nl/topics/primary-education/subjects-and-attainment-targets-in-primary-education
33. Government of the Netherlands. (n.d.). Types of primary school. Retrieved May 3, 2025, from https://www.government.nl/topics/primary-education/types-of-primary-school
34. Gozuyesil, E. (2018). Comparison of English language teacher training programs in Türkiye and the Netherlands in terms of teaching practice [Master’s thesis, Mersin University, Institute of Educational Sciences]. Mersin University Academic Repository. https://acikerisim.mersin.edu.tr/yayin/164087
35. Guler, C., & Sonmez, I. (2023). Primary school English language education curricula in Finland, China, the Netherlands, and Türkiye. Education Publishing.
36. Gumustekin Abay, M. (2017). The comparison of preservice English language teaching curriculum of Türkiye and Germany [Master’s thesis, Hacettepe University]. Council of Higher Education National Thesis Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/434663
37. Hoogeveen, M., & Snetselaar, M. (2024). Initial memorandum English and Dutch as a foreign language on Sint Eustatius and Saba. SLO. Retrieved April 6, 2025, from https://www.slo.nl/@23820/initial-memorandum-english-and-dutch-as/
38. Hubackova, S. (2016). The importance of foreign language education. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(5), 531–535. https://doi.org/10.18844/prosoc.v2i5.1108
39. Kamat, S. (2000). Deconstructing the rhetoric of decentralization: the state in education reform. Current Issues in Comparative Education, 2(2). https://doi.org/10.52214/cice.v2i2.11329
40. Karahaliloz, O., Kus, H., & Karagozoglu, B. (2020). Sample applications from Singapore education system to Turkish education system. The Journal of International Education Science, 22(7), 41–54. https://doi.org/10.29228/INESJOURNAL.40501
41. Kaynak Ekici, K. B. (2024). From preschool to higher education: The Dutch education system. Cappadocia Journal of Education, 5(2), 389–404. https://doi.org/10.69643/kaped.1440225
42. Korucuk, M. (2019). Evaluation of schools training teacher in different countries. The Journal of Academic Social Science, 7(89), 477–498. https://doi.org/10.16992/ASOS.14774
43. Leiden University. (n.d.). Leraar voorbereidend hoger onderwijs in de taal- en cultuurwetenschappen (MA): Leraar VHO in Engels. Retrieved May 25, 2025, from https://www.universiteitleiden.nl/onderwijs/opleidingen/master/leraar-voorbereidend-hoger-onderwijs-in-de-taal-en-cultuurwetenschappen-ma/leraar-vho-in-engels
44. Leiden University. (n.d.). Teacher training in English (Leraar VHO in Engels) – Master's in preparatory higher education teaching in language and culture studies. Retrieved May 25, 2025, from https://www.universiteitleiden.nl/onderwijs/opleidingen/master/leraar-voorbereidend-hoger-onderwijs-in-de-taal-en-cultuurwetenschappen-ma/leraar-vho-in-engels/over-de-opleiding
45. Levent, F., & Yazici, E. (2014). Examination of factors affecting success of Singapore education system. Journal of Educational Sciences, 39, 121–143. https://doi.org/10.15285/EBD.2014397401
46. Measurement, Selection and Placement Center. (2020). 2020 Higher Education Institutions Examination (YKS) Guide. Retrieved June 18, 2025, from https://sile.meb.gov.tr/meb_iys_dosyalar/2020_02/06131630_06121026_kilavuz05022020.pdf
47. Ministry of National Education (MoNE). (2018). English language curriculum (Primary and lower secondary grades 2–8). Board of Education and Discipline.. Retrieved June 10, 2025, from https://mufredat.meb.gov.tr Ministry of National Education (MoNE). (2024). National education statistics: Formal education 2023/24. Retrieved June 19, 2025, from https://sgb.meb.gov.tr/meb_iys_dosyalar/2025_03/19143714_meb_istatistikleri_orgun_egitim_2023_2024.pdf
48. Ministry of Education. (2020, November 2). Primary school curriculum time. Retrieved June 15, 2025, from https://www.moe.gov.sg/news/parliamentary-replies/20201102-primary-school-curriculum-time Ministry of National Education (MoNE). (2017). General competencies for the teaching profession. Directorate General for Teacher Training and Development. Retrieved May 7, 2025, from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
49. Ministry of Education Singapore. (n.d.). Primary school subjects and syllabuses. Retrieved May 5, 2025, from https://www.moe.gov.sg/primary/curriculum/syllabus
50. National Institute of Education. (2025). Inspiring learning, transforming teaching, advancing research. Nanyang Technological University. Retrieved June 7, 2025, from https://www.ntu.edu.sg/nie
51. National Institute of Education. (2024). PGDE handbook – December 2024 cohort. Retrieved June 9, 2025, from https://www.ntu.edu.sg/docs/nielibraries/ote-documents/handbook---pgde/pgde-handbook-dec-2024.pdf?sfvrsn=a895784a_1
52. Nord University. (n.d.). MAGLU - Department of English. Retrieved May 25, 2025, from https://site.nord.no/englishatnord/programmes/maglu/
53. Nord University. (n.d.). Grunnskolelærerutdanning master 1–7. Retrieved May 25, 2025, from https://www.nord.no/studier/grunnskolelaererutdanning-master-1-7-master
54. Norwegian Directorate for Education and Training. (2019). Curriculum for Foreign Languages (FSP01-02) [Curriculum for Foreign Languages]. Retrieved July 18, 2025, from https://data.udir.no/kl06/v201906/laereplaner-lk20/FSP01-02.pdf?lang=eng
55. Norwegian Ministry of Education and Research. (2010). National curriculum regulations for differentiated primary and lower secondary teacher education programmes for years 1–7 and years 5–10. Retrieved June 18, 2025, from https://www.regjeringen.no/globalassets/upload/kd/vedlegg/uh/forskrifter/national_curriculum_differentiated_teacher_education.pdf
56. Norwegian Ministry of Education and Research. (2024). The Norwegian education system. Retrieved April 8, 2025, from https://www.regjeringen.no/en/topics/education/grunnopplaring/the-norwegian-education-system/id445118/
57. Nuffic. (n.d.). Higher education in the Netherlands. Retrieved May 25, 2025, from https://www.nuffic.nl/en/education-systems/the-netherlands/higher-education
58. Organisation for Economic Co-operation and Development (OECD). (2019). OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Türkiye. OECD Publishing. https://doi.org/10.1787/5edc0abe-en
59. Orhan, A., & Kuyumcu Vardar, A. (2019). Foreign language teacher education in Finland and Türkiye: A comparative glance at teaching practice. Bolu Abant Izzet Baysal University Journal of Faculty of Education (BAIBUEFD), 19(1), 309–330. https://dx.doi.org/10.17240/aibuefd.2019..-418264
60. Ozerbas, M. A., & Safi, B. N. (2022). The comparative examination of the countries that have become successful TIMSS and PISA and the Turkish teacher training systems. Kırşehir Ahi Evran University Faculty of Education Journal, 23(2), 1960–1992. https://doi.org/10.29299/kefad.898782
61. Pink‐Harper, S. A. (2015). Educational attainment. Economic Development Quarterly, 29(2), 167-179. https://doi.org/10.1177/0891242414561495
62. R'boul, H., & Bueno-Alastuey, M. C. (2021). English language learning as intercultural experience: Promoting a critical understanding of intercultural relations. In Trends and developments for the future of language education in higher education (pp. 1-16). IGI Global.
63. Republic of Türkiye Official Gazette. (2012, 11 Nisan). Law amending the primary education and education law and certain other laws [Law No. 6287]. Official Gazette, 28261. Retrieved May 7, 2025, from https://www.resmigazete.gov.tr/eskiler/2012/04/20120411.htm?kanun=6287
64. Sahin, H., & Aykaç, N. (2019). A comparative study of european and turkish primary school foreign language education programs. Milli Egitim Journal, 48(1), 571–594. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://dergipark.org.tr/en/download/article-file/929687
65. Sahenk Erkan, S. S. (2013). A comparison of primary education systems and English instruction program in Türkiye and France. Turkish Studies, 8(8), 1207–1221. https://doi.org/10.7827/TurkishStudies.5197
66. Sak, R., Sahin Sak, İ. T., Oneren Sendil, C., & Nas, E. (2021). Document analysis as a research method. Kocaeli University Journal of Education, 4(1), 227–250. http://doi.org/10.33400/kuje.843306
67. Senemoglu, N. (1992). Teacher education for primary education in England and its comparison with Türkiye: Some suggestions for improving primary teacher education in Türkiye. Hacettepe University Journal of Education, 8(8). chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://dergipark.org.tr/tr/download/article-file/88297
68. Singapore Examinations and Assessment Board. (n.d.). Primary School Leaving Examination (PSLE). Retrieved May 9, 2025, from https://www.seab.gov.sg/psle/
69. Siyi, C., Yu, Q., & Al-Samawi, A. (2023). Effects of digital education on human resource development. Human Systems Management, 42(6), 691-706. https://doi.org/10.3233/hsm-230111
70. SLO. (2021). Continuous learning strands – English as the language of instruction on St. Eustatius and Saba. Netherlands Institute for Curriculum Development. Retrieved June 18, 2025, from https://www.slo.nl/documenten/publicatie/continuous-learning-strands-english/
71. SLO. (2024). The Dutch education system. Netherlands Institute for Curriculum Development. Retrieved May 5, 2025, from https://www.slo.nl/international/the-dutch-education-system/
72. Telok Kurau Primary School. (n.d.). English language. Retrieved May 7, 2025, from https://www.telokkuraupri.moe.edu.sg/curriculum/english/
73. Turan, S. (2005). Lifelong learning in European Union education policies towards a learning society. Ankara Review of European Studies (ARES) 5 (1). 87-98. https://doi.org/10.1501/Avraras_0000000033
74. Urgel, M. F., & Ozkan, R. (2023). Comparison of primary school foreign language curriculum implemented in France, England and Türkiye Erciyes Academy, 37(4), 1800–1819. https://doi.org/10.48070/erciyesakademi.1367117
75. Utdanningsdirektoratet. (2023). Subject and hour distribution and offer structure for the Knowledge Promotion (Udir-1-2023). Retrieved May 3, 2025, from https://www.udir.no/regelverkstolkninger/opplaring/Innhold-i-opplaringen/tidligere-rundskriv/udir-1-2023/vedlegg-1/2.-grunnskolen#2.1.7fleksibel-time
76. Ustun, B., & Deregozu, A. (2021). A comparison of German language teaching programs in Türkiye and Germany. Afyon Kocatepe University Journal of Social Sciences, 23(1), 85–96. https://doi.org/10.32709/akusosbil.847296
77. Yalcın, C., & Demir, Ç. (2023). Foreign language teaching in secondary schools in Germany and Türkiye: A comparative study. ODU Journal of Social Sciences Research, 13(2), 1681–1696. https://doi.org/10.48146/odusobiad.1274183
78. Yaman, H., & Dagtas, A. (2015). Comparable analyzing of mother tongue teaching curriculums in Norway and Türkiye. Adiyaman University Journal of Social Sciences, 8(19), 343–382. https://doi.org/10.17121/ressjournal.22
79. Yazcayir, N. & Yildirim, N. (2021). A Comparative Analysis of Teacher Education Undergraduate Programs and the Sub-Dimension of Teaching Profession Knowledge “Türkiye and Singapore“. The Journal of Turkish Educational Sciences, 19(1), 182–218. https://doi.org/10.37217/tebd.733698
80. Zhang, J., Qiang, J., & Zhou, C. (2024). New horizons in web search, web data mining, and web-based applications. Applied Sciences, 14(2), 530. https://doi.org/10.3390/app14020530