Abstract
Teachers must understand curriculum adaptation well to balance the goals of the official curriculum and the needs of local school contexts. From this perspective, as a third-grade teacher, I (the first author) conducted my doctoral research using self-study methodology during the 2022-2023 school year to examine, interpret, and articulate my teaching experiences regarding the dilemma of adhering to and adapting the official curriculum. After reviewing my dissertation data, my advisor (the second author) suggested developing a model to explain the curriculum adaptation process and emphasized the need for such a model in pertinent literature. At this stage, we added a new question to my dissertation study: How can the curriculum adaptation process be explained? The purpose of this study is to introduce the Five-Dimensional Curriculum Adaptation Model (5D-CAM), which my advisor and I developed through thematic analysis of my dissertation data. It comprises five dimensions: (1) Curriculum component for adaptation (learning outcome, content, teaching activity, or evaluation approach). (2) Adaptation format (timing, sequencing, or originality status of the curriculum component). (3) Adaptation purpose (designing engaging activities for students, reinforcing student learning, or creating a positive classroom environment). (4) Adaptation justification (teaching approach, student needs, or societal events). (5) Adaptation pattern (creating, enriching, or associating). This study significantly contributes to curriculum theorizing by proposing a systematic model to better understand teachers’ curriculum adaptation actions. It also enriches research literature by exemplifying the role of thematic analysis in model development.
Keywords
curriculum theorizing curriculum adaptation adaptation pattern thematic analysis model development
Ethical Statement
Ethical approval for this study was received from Necmettin Erbakan University’s Ethical Review Board on October 14, 2022 (Approval # 354).
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Details
| Primary Language | English |
|---|---|
| Subjects | Curriculum Development in Education |
| Journal Section | Research Article |
| Authors | |
| Submission Date | February 17, 2026 |
| Acceptance Date | March 23, 2026 |
| Publication Date | March 26, 2026 |
| DOI | https://doi.org/10.51535/tell.1891151 |
| IZ | https://izlik.org/JA47DR22EG |
| Published in Issue | Year 2026 Volume: 8 Issue: 1 |
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Dr. Hatice YILDIZ DURAK lisans ve Yüksek Lisans eğitimlerini Hacettepe Üniversitesinde, doktora eğitimini de Gazi Üniversitesinde tamamlamıştır. Dr. YILDIZ DURAK Necmettin Erbakan Üniversitesinde öğretim üyesi olarak görev yapmaktadır. Dr. YILDIZ DURAK’ın çalışma alanları eğitim teknolojileri, üstün yetenekli öğrenciler, üstün yetenekli öğrencilere erken yaşta programlama eğitimi, problemli teknoloji kullanımı ve öğretmen ve öğretmen adaylarının teknolojik alandaki mesleki gelişimleri konularından oluşmaktadır.
Özgen Korkmaz is a professor at the Faculty of Engineering and Natural Science at Bandırma Onyedi Eylül University. Dr. Korkmaz's area of expertise is educational technology. His research interests include computer education, programming education and thinking skills. He is also an expert in scale development.
Serkan İzmirli, Çanakkale Onsekiz Mart Üniversitesi'nde Öğretim teknolojileri alanında doçenttir.
Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Fen Bilgisi Eğitimi Anabilim Dalı öğretim üyesidir.
Otomatik Oluşturulan Kurul - Başlığı Düzenleyiniz
Lisans eğitimini Hacettepe Üniversitesi BÖTE Bölümü, Yüksek Lisans Eğitimini Gazi Üniversitesi BÖTE Bölümü ve Doktora eğitimini Sakarya Üniversitesi BÖTE Bölümünde tamamladı. Şuan Amasya Üniversitesi Teknik Bilimler Meslek Yüksekokulu Bilgisayar Teknolojileri Bölümünde Doç. Dr. olarak görev yapmaktadır. Aynı zamanda Tübitak Yurt içi Doktora Sonrası Araştırma Burs Programı kapsamında Orta Doğu Teknik Üniversitesi BÖTE Bölümünde doktora sonrası araştırmacı olarak çalışmaktadır. Araştırma alanları Eğitimde Artırılmış Gerçeklik (Doktora tez konusu), siber güvenlik farkındalığı, ciddi oyunlar, bibliyometrik analiz, bilişim teknolojileri eğitimi, eğitim materyali geliştirme, eğitim teknolojiler, öğretim tasarimi ve öğretmen eğitimidir.
Editorial Assistants
Dr. Veysel Bilal Arslankara Lisans ve Yüksek Lisans eğitimini Necmettin Erbakan Üniversitesi, Doktora eğitimini ise Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri alanında tamamlamıştır. Çevrimiçi öğrenme ortamları, sanal riskler, öğretim tasarımı, materyal geliştirme, dijital oyunlar, robotik kodlama, düşünme becerileri ve eğitimde üretken yapay zeka konuları üzerine bilimsel çalışmalar yürütmektedir.
Necmettin Erbakan Üniversitesi, Sosyal Bilgiler Öğretmenliği, (2016-Lisans)
Aksaray Üniversitesi Sosyal Bilgiler Eğitimi, (2020- Yüksek Lisans)
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