Internationalization of the curriculum in teacher education in Türkiye: Evidence from course syllabi at high‐ranking public universities

Abstract

This article examines how internationalization is documented in the formal curriculum of undergraduate teacher education in selected high‐ranking public universities in Türkiye. Drawing on internationalization of the curriculum and internationalization at home, it reports a qualitative document analysis of 20 course syllabi purposively selected from public universities in the Research, QS and THE strata. Using deductive content analysis, the study coded each syllabus against six indicators covering international literature, intercultural or global learning outcomes, global frameworks, language of instruction, mobility or virtual collaboration, and inclusive or multicultural emphasis. The findings indicate that internationalization is present in the documented curriculum, but in limited and uneven ways. Eleven of the 20 syllabi contained at least one indicator, yet most included only a single element. Traces appeared more often in some Content Knowledge and General Culture courses than in Pedagogical Knowledge, while cross‐stratum differences remained modest and descriptive. No syllabus documented mobility, COIL or other forms of international collaboration. Overall, the study suggests that, in this sample, internationalization appears less as a clearly structured curricular pattern than as a scattered set of traces across individual course documents.