Exploration of Quality Education Initiatives under Sustainable Development Goal 4 in Türkiye

Abstract

This study investigates teachers' and school administrators' perspectives on the Ministry of National Education's (MoNE) implementation of Sustainable Development Goal 4 (Quality Education). Using a sequential explanatory mixed-methods approach, data were collected from 1,066 participants through an 18-item survey and 18 semi-structured interviews across 81 cities. This research provides empirical evidence of how Türkiye, as an upper-middle-income country, aligns national policies with global goals while addressing local challenges. Quantitative results reveal stakeholder agreement with MoNE's efforts in several areas, with the strongest support for adult literacy programs, preschool education access, teacher development, lifelong learning, and gender equality. However, significant concerns emerged regarding educational infrastructure quality and sustainable development awareness, which received neutral ratings, indicating stakeholder uncertainty. Analysis identified several key implementation challenges: inadequate learning infrastructure, curriculum adaptation needs, limited inclusivity, vocational-industry misalignment, regional disparities, and insufficient sustainability awareness. Despite large investments by MoNE, participants emphasized persistent educational disparities across regions in Türkiye, theoretically explained through the “Matthew effect”, where advantages tend to accumulate for those already advantaged. Policy recommendations include targeted infrastructure investment, comprehensive teacher development, meaningful curriculum updates, and enhanced industry-education partnerships.