On ongoing evaluation of residential regional middle schools in light of the 2023 vision and the Maarif model

Abstract

Rapid advances in information and technology, together with globalization, have necessitated continuous policy reforms in education systems. In Türkiye, the 2023 Education Vision and the 2024 Century of Türkiye Education Model (CTEM) represent key reform initiatives aiming to promote student-centered, competency- and values-based education, digital transformation, equal educational opportunities, and improved assessment and evaluation processes. This study aims to evaluate the reflections of these reforms on the educational and administrative processes of Regional Boarding Secondary Schools (RBSSs) based on the views of teachers and school administrators. A qualitative research approach with a phenomenological design was employed. The study group consisted of 21 participants, including 11 teachers and 10 school administrators working in RBSSs during the 2025–2026 academic year. Data were collected through a semistructured interview form and analyzed using descriptive analysis. The findings indicate that the reforms have positively influenced teaching and learning processes, school management, assessment practices, and student development. However, time management, inadequate physical infrastructure, lack of instructional materials, and the need for in-service training were identified as challenges to effective implementation. In addition, the boarding school environment was found to support students’ responsibility, self-regulation, social skills, and values development. The study concludes that strengthening teachers’ professional development and improving school facilities are essential for the effective implementation of these reforms.