Ulusal ve Uluslararası Programlarda Türkçe Eğitimi: IBDP, IGCSE ve Maarif Modeli Örneği
Turkish Education in National and International Programs: Example of IBDP, IGCSE and Maarif Model

Summary/Abstract: Turkish language curriculum forms the fundamental framework that determines the objectives and methods of language education. With the impact of globalization on education, comparing curricula developed in different countries, institutions, or organizations has gained importance for improving teaching processes and ensuring compliance with international standards In this context, a systematic comparison of the 2024 Maarif Model Secondary School Turkish Curriculum, which reflects Türkiye's unique educational vision, with the internationally recognized International Baccalaureate Diploma Program (IBDP) and Cambridge International General Certificate of Secondary Education (IGCSE) programs was deemed crucial. Another important aspect of this research lies in its potential to contribute to the ongoing debate surrounding curriculum effectiveness and student achievement. As education systems worldwide continually strive for self-improvement, understanding the nuances of different curricula, evaluating them within their specific purposes and contexts, can provide valuable insights into improving teaching strategies and learning outcomes. In this context, this research will address the following questions: 1. What are the similarities and differences between the IBDP, IGCSE, and 2024 Maarif Model Turkish Curriculum in terms of their fundamental objectives and teaching approaches? 2. What are the similarities and differences between these programs in terms of developing language skills? 3. What are the similarities and differences in the structure of the assessment and evaluation approaches used in these programs? 4. What similarities and differences are observed between these three programs in terms of cultural transmission and values education? This study aimed to comparatively analyze and evaluate three different educational frameworks: International Baccalaureate Diploma Program (IBDP) Turkish Program, Cambridge International General Certificate of Secondary Education (IGCSE) Turkish Program, and 2024 Maarif Model Secondary School Turkish Curriculum prepared by the Ministry of National Education of the Republic of Turkey. The descriptive survey model, a research approach that aims to describe a past or present situation as it is was used. Data were collected through document review. In this context, 2024 Maarif Model Secondary School Turkish Curriculum text published by the Ministry of National Education, International Baccalaureate Diploma Program (IBDP) Turkish Curriculum Guide, and Cambridge International General Certificate of Secondary Education (IGCSE) Turkish Curriculum Syllabus were examined. Regarding reliability and validity, a consensus was reached by obtaining the opinions of three faculty members working in the field and five Turkish teachers who implement both national and international programs in order to identify and analyze concepts through document review. The three programs in question were examined, areas of comparison were identified, and subheadings were determined accordingly. These subheadings were: Objectives and Basic Approaches, Content and Thematic Structures, Language Skills and Competencies, Measurement and Evaluation Approaches, Cultural Transfer and Values Education, in Terms of Challenges Regarding Implementations, and General Assessment. The findings indicate that all three programs are shaped by different focal points, educational paradigms, learner profiling styles, and implementation methods. IBDP Turkish Program emphasizes critical thinking and sociocultural understanding by integrating literary texts and language studies as language products. IGCSE Turkish Program, on the other hand, focuses more on language proficiency and reading and writing skills with a structured and systematic assessment framework. Maarif Model 2024 Turkish Program, on the other hand, aims for a skillsbased approach, simplifying learning outcomes and promoting a “local and national” educational framework. This model adopts a student-centered approach, aiming to develop students not as memorizers of information but as individuals who can use it, solve problems, and think critically. In this respect, the model can be said to focus on acquiring 21st century skills such as critical thinking, problem-solving, creativity, communication, and collaboration. Because IBDP is a language program that aims to develop language skills through texts, it is strong in terms of higher-order thinking, intercultural sensitivity, and literary depth. It not only focuses on the cultural structure of Turkish but also aims to address issues through world literary works and characters, demonstrating an approach that offers a broader, more comprehensive, and universal vision. IBDP program's strong approach to developing critical thinking and multicultural awareness has been deemed particularly important for students' international credentials in today's globalizing world. IGCSE program offers a structured, exam-focused, and measurable system, making it suitable for concretely developing and assessing students' language proficiency. However, the importance of process-oriented learning and creative production in language teaching demonstrates that IGCSE Turkish program is limited in this respect. Furthermore, language teaching is a process aimed at developing skills through practical application. Creating learner-centered, activity-oriented learning environments ensures the development of language skills through utilization in a dynamic process. In this context, it can be said that IGCSE program has room for improvement in this aspect. Consequently, when compared to IBDP and Maarif Model, IGCSE Turkish program is quite limited in terms of cultural and value-focused outcomes and process-oriented approaches. While the importance of the communicative approach in language learning is particularly emphasized, IGCSE program remains limited in developing and assessing speaking and listening skills. Maarif Model 2024 offers a rich framework in terms of national identity, value transmission, and holistic personality development. However, it has room for improvement in terms of international recognition, resource diversity, and teacher training. Considering that the virtue-based education philosophy significantly contributes to students' social and emotional development, the program appears to offer a unique and powerful approach to cultural transmission and values education. However, to increase the program's recognition in international comparisons, it may be appropriate to further align its methodological and content with universal standards.

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