Türk Üniversitelerinde Programlama Dillerinin Görünürlüğü: Bologna Bilgi Paketlerinin Analizi

Yıl 2025, Cilt: 11 Sayı: 2, 69 - 74, 25.12.2025

Hüseyin Demirel

https://izlik.org/JA32JZ77CL

Öz

Haziran 2025 itibarıyla, Türkiye’deki 1.128 bilgi teknolojisiyle ilişkili bölümün YÖK (Yükseköğretim Kurulu) Bologna Bilgi Paketlerinde yayımlanan ders içerikleri incelenmiş ve müfredatlar içinde yer alan programlama dili atıfları sistematik olarak analiz edilmiştir. Toplam 3.990 ders kaydı değerlendirilmiş olup, en sık temsil edilen dillerin C (574; %14,4) ve Python (543; %13,6) olduğu belirlenmiştir. Bunları sırasıyla SQL (363; %9,1), MATLAB (345; %8,6), Java (342; %8,6) ve C++ (338; %8,5) izlemiştir. Web teknolojileriyle ilgili ders içeriklerinde HTML (256; %6,4), CSS (230; %5,8) ve JavaScript (207; %5,2) orta düzeyde temsil edilirken, Kotlin (7), Swift (5), Go (3) ve Rust (2) gibi çağdaş programlama dilleri toplamda yalnızca %0,4 oranında yer almıştır. Bulgular, Türkiye’deki müfredatların hâlâ ağırlıklı olarak geleneksel dillere dayandığını, veri ve hesaplama odaklı dillerin güçlü konumunu koruduğunu, buna karşın modern ve yeni nesil dillerin oldukça sınırlı biçimde temsil edildiğini göstermektedir. ESSA–CEDEFOP ve GitHub Octoverse gibi Avrupa düzeyindeki çalışmalar da benzer şekilde Python, Java, JavaScript, SQL, C++ ve C# dillerinin sektörde en fazla talep gören teknolojiler arasında olduğunu ortaya koymaktadır. Bu sonuçlar, akademi ile sanayi arasındaki uyumun güçlendirilmesi, çağdaş dillere müfredatta daha fazla yer verilmesi ve modern web/uygulama geliştirme bileşenlerinin daha dengeli biçimde bütünleştirilmesi gerekliliğini vurgulamaktadır.

Anahtar Kelimeler

Bologna Bilgi Paketi , Programlama Dilleri , Müfredat Analizi , Türkiye Üniversiteleri

Visibility of Programming Languages in Turkish Universities: An Analysis of Bologna Information Packages

https://izlik.org/JA32JZ77CL

Öz

As of June 2025, the course contents published in the YÖK (Council of Higher Education) Bologna Information Packages of 1,128 information technology–related departments in Türkiye were systematically examined to identify programming language references within the curricula. A total of 3,990 individual course records were analyzed, revealing that the most frequently represented languages are C (574; 14.4%) and Python (543; 13.6%), followed by SQL (363; 9.1%), MATLAB (345; 8.6%), Java (342; 8.6%), and C++ (338; 8.5%). In course contents related to web technologies, HTML (256; 6.4%), CSS (230; 5.8%), and JavaScript (207; 5.2%) appear at moderate levels, while contemporary languages such as Kotlin (7), Swift (5), Go (3), and Rust (2) collectively account for only 0.4% of all references. These findings indicate that curricula in Türkiye remain predominantly focused on traditional languages, with data- and computation-oriented languages maintaining a strong presence, whereas modern and emerging languages are still marginally represented. Comparative European-level studies, including ESSA–CEDEFOP and GitHub Octoverse reports, similarly show that Python, Java, JavaScript, SQL, C++, and C# are among the most demanded technologies in the industry. These results underline the need to strengthen the alignment between academia and industry by allocating greater curricular space to contemporary languages and ensuring a more balanced integration of modern web and application development components.

Anahtar Kelimeler

Bologna Information Package , Programming Languages , Curriculum Analysis , Universities in Türkiye

Teşekkür

I would like to express my gratitude to all individuals and institutions that contributed to the realization of this study. Special thanks are due to my graduate students enrolled in the course Basic Principles of Programming, whose efforts in data collection and preliminary analysis made a significant contribution to the development of this research. Their dedication and collaboration enhanced the reliability of the findings. I also extend my appreciation to the Council of Higher Education (YÖK) for facilitating access to the necessary data during the course of the study.

Kaynakça

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