Turkish Teachers’ Views on the Educational Model of the Türkiye Century

Abstract

The aim of this study is to examine Turkish language teachers’ views on the Türkiye Century Education Model. The study was conducted within the framework of a qualitative research approach using a phenomenological design. The study group consisted of 17 Turkish language teachers working in Erzincan. Data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that teachers held both positive and critical views regarding the Türkiye Century Education Model. While teachers positively evaluated the model’s student-centered structure, holistic educational approach, and skill-oriented framework, they identified content intensity, insufficient instructional time, uncertainties related to assessment and evaluation practices, and difficulties encountered during implementation as critical issues. Furthermore, teachers emphasized the need to increase in-service training opportunities, strengthen implementation-oriented guidance activities, and give greater consideration to teachers’ views in decision-making processes. The findings suggest that the model’s effectiveness and applicability may be enhanced through continuous professional support and systematic consideration of teacher feedback.