Comparative Analysis of Basic Education Curricula in Türkiye and European Union Countries

Abstract

This study presents a comprehensive comparative analysis of the basic education curricula in Türkiye and selected European Union (EU) countries. The research aims to identify similarities, differences, and areas for potential convergence or divergence in curricular approaches, content, and implementation strategies. Employing a qualitative multiple case study design, the study examines key curriculum documents, policy papers, and official reports from the respective ministries of education. Additionally, semi-structured interviews with educational stakeholders, including policymakers, curriculum developers, teachers, and experts, are conducted to capture diverse perspectives. The findings reveal both commonalities and significant differences in the overall guiding principles, subject matter prioritization, instructional methods, assessment strategies, and the integration of technology, multicultural perspectives, and moral/ethical values across the curricula. While shared goals, such as developing critical thinking and lifelong learning skills, are evident, the specific curricular approaches reflect the unique historical, cultural, and political contexts of each country or region. The study highlights the strong emphasis on competency-based learning and the development of core competencies in the Turkish curriculum, contrasting with the advanced technology integration strategies observed in certain EU countries. Additionally, the analysis reveals a greater emphasis on multicultural and inclusive education in some EU curricula, while the Turkish curriculum exhibits a more explicit integration of moral and ethical values rooted in Islamic traditions. The research identifies challenges related to teacher training, resource availability, and community engagement in curriculum implementation across both Turkish and EU contexts. The findings contribute to the broader discourse on curriculum development, educational reform, and the potential for cross-national learning and collaboration. The study underscores the importance of ongoing dialogue, knowledge-sharing, and collaborative efforts in shaping educational systems that are responsive to the diverse needs of learners and societies in an increasingly interconnected world.