Sustainable and Inclusive Education Reform in Türkiye: A Cipp Evaluation of the Primary Turkish Language Curriculum ^†

Abstract

This study evaluates the effectiveness of the newly restructured 1st Grade Turkish Language Curriculum within the “Century of Türkiye Education Model” using Stufflebeam’s Context, Input, Process, and Product (CIPP) framework. The aim is to examine the program’s contribution to sustainable and inclusive educational practices and to provide implications for similar developing contexts. In the research, a convergent parallel mixed method design was used simultaneously with 112 primary school teachers working in Adana, one of the largest cities in Türkiye, in the 2024–2025 academic year. Quantitative data were obtained through the CIPP Evaluation Scale, analyzed with descriptive statistics, t-tests, and ANOVA, while qualitative data from semi-structured interviews were subjected to content analysis. Results indicated generally positive teacher perceptions, highlighting contextual relevance, cultural alignment, flexible structure, and engaging content as strengths. However, limitations included insufficient adaptation for disadvantaged students, superficiality in some content, infrastructure inequalities, and assessment inadequacies. Process-related strengths included constructivist activities and instructional guidance, though time constraints and classroom incompatibilities were noted. In terms of outcomes, the program was found to enhance language and social skills. Demographic analyses revealed limited differences, mainly by gender, professional experience, and educational background. This study concludes with multidimensional recommendations addressing teacher training, resource equity, assessment diversity, international best practice adaptation, and future longitudinal research.

1. Introduction

Education is a dynamic process that equips individuals with knowledge, skills, and values, thereby contributing to societal development. The effectiveness of this process is largely related to the quality of the instructional programs implemented. In this context, the evaluation of curricula is as crucial as their development in enhancing the quality of education. Program evaluation can be defined as a systematic process aimed at determining whether an educational program achieves its objectives, identifying its strengths and weaknesses, and offering suggestions for improvement. Accordingly, program evaluation in education is not merely a measurement activity; it also entails a comprehensive analysis of the program in terms of its goals, content, process, and outcomes. In contemporary educational approaches, addressing evaluation processes from both theoretical and practical perspectives provides significant outputs that enhance the quality of educational policies and practices. Grounding program evaluation processes in scientific principles enables both educators and policymakers to make informed decisions.

In line with this framework, the present study proceeds by elaborating on several key dimensions that provide the conceptual and contextual basis for the research. First, the CIPP (Context, Input, Process, Product) Model is introduced as the guiding framework for program evaluation, highlighting its relevance in systematically assessing educational initiatives. Second, the Türkiye’s Century Education Model is presented to situate the study within current national reform efforts. Third, the discussion turns to sustainability and international developments, emphasizing the broader global discourse and its implications for curriculum evaluation. This is followed by a review of the literature, which synthesizes prior research and identifies existing gaps. Finally, the aim of this research is articulated, clarifying the study’s focus and expected contributions to both national and international educational contexts.

1.1. CIPP (Context, Input, Process, Product) Model

Program evaluation is a systematic process of collecting and analyzing information to determine the effectiveness of educational programs and to inform decisions regarding their continuation, improvement, or termination [1]. One of the most influential approaches in this field is Stufflebeam’s CIPP (Context, Input, Process, Product) model, developed under the auspices of the Phi Delta Kappa National Study Committee and first comprehensively introduced in Educational Evaluation and Decision Making [2]. Defined as an “ever-evolving structure”, the CIPP model aims not only to assess the value of a program but also to contribute to its improvement [3,4]. Context evaluation focuses on needs and environmental conditions, addressing the question of “what should be done?”; input evaluation identifies the resources, strategies, and plans required to achieve the objectives; process evaluation examines the fidelity of implementation, barriers to success, and necessary adjustments; and product evaluation analyzes both intended and unintended outcomes to answer the question “is the program successful?” while guiding decisions on whether to continue or terminate the program [2,3,4,5]. With its sequential yet holistic structure, the CIPP model provides decision-makers with comprehensive information and serves as a versatile framework that supports the ongoing development and improvement of educational programs.

In this study, the CIPP model is not only presented as a theoretical framework but also operationalized as the main lens through which the “Century of Türkiye Education Model” is analyzed. Specifically, context evaluation is employed to examine the socio-cultural and policy environment in which the new curriculum was developed; input evaluation is applied to review resources, strategies, and curricular design principles; process evaluation is used to investigate the implementation practices and teacher experiences; and product evaluation is directed toward assessing the anticipated and actual learning outcomes. In this sense, the CIPP framework provides a systematic structure for linking policy intentions with classroom realities, while also highlighting areas for improvement. The study thereby contributes to the literature by adapting the CIPP model to the analysis of a national curriculum reform in Türkiye, expanding its applicability beyond program-level assessments toward broader educational policy evaluation.

Building on this framework, the next step is to situate the study within the specific national context in which the evaluation is conducted. As the CIPP model emphasizes the importance of understanding contextual factors, it is essential to examine the recent reforms shaping the educational landscape of Türkiye. In this regard, the Türkiye’s Century Education Model provides both the policy background and the curricular innovation that constitute the focus of the present research.

1.2. Türkiye’s Century Education Model

Reflections of program evaluation approaches on Turkish education policies became evident with the 2004–2005 curriculum reform initiated by the Ministry of National Education, which emphasized student-centered learning, multiple intelligences theory, project-based learning, skill-based outcomes, and connections to daily life [6]. The curriculum updates of 2013 were structured around the principles of flexibility, diversity, and sensitivity to individual differences, expanding elective courses at the secondary school level, strengthening skill-based competencies, and horizontally integrating values education across all subjects [7]. In 2017, further curriculum revisions aimed to enhance quality and relevance by simplifying content, removing unnecessary repetitions, focusing on the transfer of essential knowledge, skills, and values, and ensuring that learning outcomes were clear, measurable, and applicable. Teacher guidebooks and instructional materials were also updated to promote consistency in practice [8]. Building on these reform efforts, the Century of Türkiye Education Model introduced in 2024 represents a paradigmatic shift in Turkish education. This model adopts a holistic approach to cognitive, affective, and psychomotor development, positioning education as a value-based transformation process rather than mere knowledge transmission. Grounded in core values such as justice, wisdom, compassion, and truth, it aligns curricula with the “General Objectives” and “Fundamental Principles” outlined in Article 2 of the Basic Law of National Education No. 1739. Learning outcomes are designed as fundamental components that integrate content knowledge with discipline-specific conceptual and skill-based elements, while curricular frameworks determine how these outcomes are achieved, encompassing key disciplinary concepts, principles, and generalizations. By emphasizing interdisciplinary connections and cross-curricular components, the model seeks to foster students’ multidimensional academic, social, intellectual, and moral development. With its skill-based, flexible, and student-centered structure, it strengthens assessment, feedback, and teacher autonomy, thereby supporting learning processes in a dynamic, meaningful, and individualized manner [9].

While the Türkiye’s Century Education Model reflects a nationally grounded and value-oriented vision, it also resonates with broader global debates in education. In particular, the model’s emphasis on inclusivity, skill-based learning, and holistic student development aligns closely with international reform trends that highlight sustainability as a guiding principle. To situate these reforms within a wider perspective, it is therefore necessary to examine how the concepts of sustainability and international developments inform contemporary curriculum design and educational policy.

1.3. Sustainability and International Developments

Sustainability in education is defined as the integration of knowledge, skills, values, and attitudes into educational processes that ensure the long-term well-being of individuals and societies, the preservation of environmental balance, cultural diversity, and economic development [10,11]. This approach addresses education through economic, social, and cultural dimensions with the aim of meeting not only the needs of the present generation but also those of future generations.

The economic dimension involves equipping individuals with competencies to adapt to changing labor market conditions. Skills such as innovation, problem-solving, digital literacy, and entrepreneurship are considered critical for sustaining economic growth [12]. Sustainability in education contributes to reducing poverty and strengthening productive economies by enhancing employability [13].

The social dimension is built upon the principles of inclusivity and equity. Sustainable education aims to ensure that all individuals, regardless of socioeconomic status, gender, disability, or ethnic origin, have access to quality learning opportunities [14]. In this regard, education serves as a fundamental tool for strengthening social cohesion, enhancing democratic participation, and promoting social justice [15].

The cultural dimension addresses the preservation of local values, languages, and traditions alongside the development of global citizenship awareness. From the perspective of sustainability, cultural diversity is regarded as a source of enrichment, and educational programs are expected to both strengthen local identity and integrate universal values [16,17]. In this way, education ensures the transmission of cultural heritage to future generations while fostering individuals who are open to interaction with different cultures, tolerant, and responsible global citizens.

In assessing the position of educational reform in Turkey within a global perspective, the United Nations’ Sustainable Development Goals (SDGs), particularly Goal 4 (quality education) and sub-target 4.7 (education for sustainable development and global citizenship), provide a defining framework for the orientation of such reforms. This global target requires education to support not only economic productivity but also social cohesion and cultural continuity [18,19]. The OECD’s Learning Compass 2030 conceptual framework recommends that students develop not only cognitively, but also in terms of agency, well-being, and co-agency. This approach places strong emphasis on the competencies of interpretation, value formation, and systems thinking [20,21].

The Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC) aims to cultivate individuals capable of actively participating in democratic life. In this context, educational reforms are expected to target the acquisition of inclusive and democratic life skills across the dimensions of values, attitudes, skills, and knowledge and understanding [22]. When compared to these global standards, the Türkiye’s Century Education Model (TCEM) and the Ministry of National Education’s 2024–2028 Strategic Plan demonstrate notable areas of convergence. The TCEM’s “Virtue–Value–Action” and “Skills” components are designed to encompass socio-emotional learning, the integration of values and actions, and sustainability literacy. The Strategic Plan, in turn, aligns with the policy cycle advocated by global frameworks through its emphasis on stakeholder participation, traceability, monitoring and evaluation, and accountability mechanisms [9].

In the post-COVID-19 period, increasing learning losses and educational inequities have become more pronounced in middle-income countries such as Turkey. In this regard, supporting reforms through school-based planning, differentiated instruction, and remedial programs emerges as a critical factor for advancing toward global targets [23].

Finland’s education reform process, particularly since the 1970s, has been characterized by the development of a comprehensive school system, grounded in the principles of equity, local autonomy, and teacher professionalism [24,25]. Teacher education is conducted at the master’s level in line with professional standards, and the teaching profession enjoys high social prestige [26]. The curriculum development process aims to balance central objectives with local implementation through active stakeholder participation [25]. The Finnish model deliberately distances itself from neoliberal, test-oriented approaches, instead promoting a flexible, holistic framework that prioritizes student well-being [27].

The South Korean education system is noted for its centralized curriculum control and high academic expectations [28]. As emphasized in UNESCO’s 2015 Incheon Declaration, the country’s reforms have prioritized inclusive and equitable access to quality education [29]. However, the psychosocial pressures caused by excessive competition have been addressed since 2009 through alternative models such as “innovation schools,” which focus on creativity, critical thinking, and citizenship skills [30].

Singapore’s education system stands out for its performance in international assessments such as PISA and for the systematic integration of technology-enhanced pedagogical practices. Furthermore, it strengthens access and lifelong learning capacity through the use of open educational resources (OER) and massive open online courses (MOOCs) [31].

These three country cases share notable parallels with the inclusive, competency- and values-oriented approach of the Türkiye Centruy Education Model. Finland exemplifies inclusivity and teacher-centered structures; South Korea demonstrates efforts to balance academic excellence with democratic citizenship education; and Singapore distinguishes itself by integrating technology with access-oriented policies [32]. The Türkiye’s Century Education Model (TCEM) offers a holistic approach that places the perspective of sustainable development at the core of the education system. The model’s key components—student profile, virtue–value–action framework, and conceptual and socio-emotional skills—align substantially with the United Nations’ 2030 Sustainable Development Goals (SDGs). For instance, the objectives of “quality education” and “reducing inequalities” embedded in the model directly correspond to SDG 4 and SDG 10; moreover, the program incorporates principles that are sensitive to individual differences, foster participation, prioritize socio-emotional development, and encourage interdisciplinary learning [33].

In addition, the core approach articulated in TCEM’s common framework, along with elements such as the student profile and literacy skills, thematically overlaps with the SDGs, thereby strengthening the model’s content-based contribution to sustainable development goals [34]. Furthermore, the systematic integration of sustainability literacy into the science curriculum within TCEM enables students to develop awareness across environmental, social, and economic dimensions of sustainability [35]. This is strategically significant for fostering sustainable development consciousness that encompasses environmental, societal, and economic spheres through education.

The model also establishes a strong link between “knowledge and responsibility,” expecting individuals not only to possess knowledge but also to support it with responsible actions toward society, the environment, and the wider world [36]. In doing so, TCEM embeds ethical, social, and ecological responsibility alongside academic achievement, thereby reinforcing the cultural and value-based dimensions of sustainable development on solid foundations.

In conclusion, the Türkiye Century Education Model presents a multidimensional vision that promotes sustainable development through the education system—a vision that is aligned with comprehensive goals encompassing social justice, environmental responsibility, and individual growth.

In this context, the curricula shaped within the framework of the Türkiye Century Education Model aim to enhance students’ conceptual knowledge as well as their domain-specific competencies, socio-emotional skills, values, and literacy abilities in a multidimensional manner. The model aspires to educate individuals not only oriented toward academic success but also endowed with moral, virtuous, and civilization-building qualities. In line with this understanding, the Primary School Turkish Language Curriculum has been designed to promote the correct, beautiful, and effective use of the Turkish language, while also aiming to support students’ linguistic, cognitive, and affective development in a holistic manner. Through the Phonics-Based Literacy Instruction approach adopted in the program, the development of students’ cognitive and psychomotor skills is targeted. Additionally, by incorporating the four fundamental language skills (listening, speaking, reading, and writing) into the instructional process, the program seeks to enable students to achieve independent literacy competencies [36].

Taken together, these national and international perspectives highlight that the Türkiye Century Education Model is not only grounded in local values but also aligned with global frameworks emphasizing sustainability, inclusivity, and competency-based learning. To further contextualize the present study and to identify how the existing body of research informs and complements this framework, it is essential to review the relevant literature. The following section therefore examines prior studies on curriculum evaluation and educational reforms, with particular attention to analyses conducted through the CIPP model and comparable approaches.

1.4. Literature Review

The evaluation of educational programs is a widely examined topic aimed at enhancing the effectiveness of instructional processes and supporting student achievement. In this context, the CIPP (Context, Input, Process, Product) evaluation model developed by Stufflebeam [2] provides a significant framework that enables a multidimensional approach to the assessment of educational programs. This model evaluates the context, inputs, implementation processes, and outcomes of a program, offering guiding data to decision-makers.

In the Turkish literature, various studies conducted within the CIPP model prior to the Türkiye Century Education Model addressed different course curricula. For example, research on mathematics curricula [37,38,39] generally emphasized that programs support individual learning needs, problem-solving, and reasoning skills, while also highlighting limitations such as insufficient time allocation and the need for more holistic integration. Similarly, studies on science curricula [40,41,42]. revealed that while programs contribute positively to scientific literacy and align with curriculum development principles, resource constraints such as inadequate laboratory facilities reduce their effectiveness. Beyond mathematics and science, evaluations of social sciences programs also offer significant insights. For instance, Ayan [43] found the Human Rights, Citizenship, and Democracy Curriculum to be broadly successful despite variations in teachers’ perceptions by age and education level, while Medeni [44] emphasized that class size and in-service training are more decisive factors than demographic characteristics in shaping program effectiveness. Akkaya’s [45] doctoral study on the Life Studies Curriculum further demonstrated that while the context and process dimensions are sufficient, the input dimension remains underdeveloped. Collectively, these studies underscore the CIPP model’s utility in identifying both strengths and structural limitations of curricula, offering valuable guidance for future improvements. In the international literature, the CIPP model has been applied across a wide range of contexts, from school-based management to language teaching programs. In Indonesia, within the framework of the “Merdeka Belajar/Independent Learning” policy, a higher education initiative demonstrated, through structural equation modeling, the direct and indirect effects of the structural relationships among the CIPP components (context → input → process → product) on student achievement. The findings highlighted the need to place greater emphasis on process and product evaluations, while also underlining that these dimensions are strongly grounded in robust context and input factors [46]. Similarly, integrated English language programs in Indonesia were evaluated using the CIPP framework, which generated recommendations for improvement regarding content–implementation coherence and outcome competencies [47]. However, it is clear that these studies did not directly address the primary school Turkish curriculum developed within the Türkiye Century Education Model. It is important not to confuse these studies with the current study, as this study stands out as one of the first to evaluate the primary school Turkish language curriculum within the framework of the Türkiye Century Education Model using the CIPP model and aims to add a new dimension to discussions on sustainable and inclusive education reform in Turkey.

The decision-oriented architecture of the CIPP model holds significant potential for embedding principles of sustainability and inclusivity into evaluation processes. Three examples from international applications illustrate this point: (i) the early identification of stakeholders and disaggregation of needs (context) enables access–barrier analyses for disadvantaged groups; (ii) the alignment of resources and strategies with equity principles (input) allows the design of differentiated support mechanisms; and (iii) systematic monitoring with multiple data sources during implementation (process), as well as the assessment of outcomes in terms of both value and value creation (product), enables the tracking of short-term gains (learning outcomes) and long-term impacts (choices, employment, social participation) [3,48,49]. Particularly in low-resource settings, the CIPP model provides decision-makers with a flow of evidence to answer the question: “Which inputs, supported by which process improvements, should be prioritized for which outputs/impacts?”

Findings from international studies indicate that while the CIPP model offers a strong framework, three critical aspects must be addressed in practice: (1) context analysis should not be limited to needs assessment alone but should also include ecosystem and policy alignment [49]; (2) in input design, not only the quantitative inventory of resources but also their quality and pedagogical alignment should be prioritized [48,50]; and (3) the process monitoring component must be supported by participatory and multi-method data sources (e.g., observation, journals, digital traces), otherwise interpretation of product/outcome findings becomes difficult [51]. Furthermore, recent studies emphasize the value of employing structural modeling and longitudinal designs to test the causal relationships among CIPP components [46,49].

Moreover, the United Nations’ Sustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education for all.” Among its sub-targets, 4.1 (quality primary education), 4.5 (equity and inclusiveness), and 4.7 (sustainable development and global citizenship) are directly linked to primary school curricula [52]. In this context, UNESCO’s Education for Sustainable Development (ESD) framework emphasizes the integration of environmental, social, and cultural dimensions of sustainability into curricula from the early years of education. In particular, the “ESD for 2030” roadmap highlights the enhancement of teacher capacity, the transformation of learning environments, and the promotion of value-based pedagogies [10]. Within the scope of the Türkiye Century Education Model (TCEM), the revised first-grade Turkish language curriculum not only emphasizes foundational literacy skills but also incorporates values such as cooperation, empathy, and responsibility, which closely align with the learning outcomes recommended by ESD [9]. From the perspective of the CIPP evaluation model, the context dimension examines the alignment of the program with SDG 4 targets; input considers instructional materials and teacher training processes; process evaluates classroom practices; and product focuses on learners’ achievements in both early literacy and sustainability-related values [3].

Sustainability in education is regarded as a holistic approach to transformation that extends beyond environmental concerns to encompass social, cultural, and economic dimensions. Sterling [53] emphasizes that education for sustainability requires a profound paradigm shift within existing educational systems, highlighting the need for learning processes that focus not only on the transmission of knowledge but also on the development of values, critical thinking, and systems awareness. Tilbury [54] similarly argues that education for sustainable development (ESD) should be grounded in transformative learning, participation, and action-oriented pedagogies. In this regard, UNESCO reports have positioned sustainability-oriented education as a global priority. In particular, the Education for Sustainable Development: A Roadmap (ESD for 2030) provides comprehensive guidelines across areas such as policy, teacher capacity, and learning environments [9]. Likewise, OECD reports address the development of sustainability and global citizenship competencies in learners, integrated with 21st-century skills [55]. Consequently, the value- and skill-oriented approach of the Türkiye Century Education Model at the primary school level aligns with Sterling’s call for a transformative paradigm, Tilbury’s emphasis on participatory pedagogies, and the global learning competencies highlighted in UNESCO and OECD reports.

The studies conducted so far demonstrate that the CIPP model provides a comprehensive approach for evaluating educational programs and enables a detailed analysis of various components of curricula. However, a review of the current literature reveals that there is no study addressing the recently updated Turkish language curriculum for 1st grade primary school within the scope of the Türkiye Century Education Model using the CIPP (Context, Input, Process, Product) evaluation framework. Although the CIPP model offers a robust theoretical framework that allows for the multidimensional, systematic, and holistic evaluation of educational programs, there remains a limited number of studies analyzing new curricula based on this model. In this context, the evaluation of the unique structure of the Turkish language course—one of the core subjects—within the Türkiye Century Education Model, and the use of the widely adopted CIPP model for this evaluation, significantly enhances the originality of this study. Furthermore, considering the insufficient number of empirical studies evaluating the curricula within the Türkiye Century Education Model, this research contributes to the literature not only in terms of the 1st grade Turkish language course specifically, but also by offering important insights into the overall validity and applicability of the new model.

In light of the literature reviewed, it becomes evident that while the CIPP model offers a comprehensive and systematic framework for program evaluation, there remains a gap in its application to the newly restructured Turkish language curriculum within the scope of the Türkiye Century Education Model. Addressing this gap requires a focused investigation that not only examines the curriculum’s alignment with international standards of sustainability and inclusivity but also evaluates its contextual, input, process, and product dimensions in a holistic manner. Accordingly, the present study aims to fill this research need, and the subsequent section outlines the specific objectives guiding the investigation.

1.5. Aim of the Research

This study systematically examines the restructured First Grade Turkish Language Curriculum within the framework of the Türkiye Century Education Model, employing Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluation model. The primary aim of the research is to reveal the curriculum’s capacity to foster and enhance sustainable and inclusive educational practices. In this regard, the study not only addresses the pedagogical dimensions of the program but also explores its alignment with contemporary educational paradigms such as equity in education, learner-centeredness, and lifelong learning. The findings are expected to contribute not only to the assessment of educational reforms in Türkiye but also to provide a comparative perspective for developing countries with similar socio-economic conditions, thereby informing policy-making processes. The findings will provide recommendations for educators and policymakers regarding the improvement of the curriculum. In line with this aim, the following research questions will be addressed:

• What is the score distribution of classroom teachers regarding the context, input, process, and product dimensions of the 1st Grade Turkish Language Curriculum within the Türkiye Century Education Model?
• Do the views of classroom teachers on the 1st Grade Turkish Language Curriculum within the framework of Stufflebeam’s context, input, process, and product model significantly differ across gender, age, professional experience, and educational background?
• What are the views of classroom teachers on the context, input, process, and product dimensions of the 1st Grade Turkish Language Curriculum within the Türkiye Century Education Model?

Although the study adopts a comprehensive approach to curriculum evaluation, its main objective can be stated more directly. Specifically, the research seeks to examine how classroom teachers evaluate the 1st Grade Turkish Language Curriculum within the framework of the Türkiye Century Education Model, drawing on Stufflebeam’s CIPP (Context, Input, Process, and Product) model. To this end, the study will first identify the distribution of teachers’ responses across the four evaluation dimensions. It will then test whether these views significantly differ according to teachers’ demographic characteristics, including gender, age, professional experience, and educational background. Finally, the research will provide an in-depth description of teachers’ perspectives regarding each dimension of the curriculum. By following these steps, the study aims not only to assess the curriculum’s strengths and weaknesses but also to generate evidence-based recommendations for its improvement.

2. Materials and Methods

2.1. The Research Model

This study aims to evaluate the 1st grade Turkish Language Curriculum, revised within the scope of the Türkiye Century Education Model, based on Stufflebeam’s CIPP (Context, Input, Process, Product) evaluation model. The study employed convergent parallel design, one of the mixed methods in which qualitative and quantitative data are collected simultaneously and integrated. This design involves the concurrent collection of qualitative and quantitative data, their separate analysis, and the integration of results in order to gain a more comprehensive understanding of the research problem [56]. The qualitative and quantitative findings are interpreted in a complementary or supportive manner, allowing for the research problem to be addressed from multiple perspectives.

2.2. Working Group

Participants consisted of 112 first-grade teachers working in public schools of different socio-economic levels in Adana, one of the largest provinces of Türkiye, in the 2024–2025 academic year. The working group was selected using purposeful sampling, one of the non-probability sampling methods. Büyüköztürk et al. [57] define purposeful sampling as the selection of cases that can provide the most information in line with the aim of the research, thereby allowing for an in-depth examination.

In this study, convenient sampling, a subtype of purposeful sampling, was adopted. The inclusion criterion was being an actively employed first-grade teacher in a public primary school within the central districts of Adana and the district center of Karataş. No preliminary selection was made regarding teachers’ gender, age, educational background, or professional experience; rather, teachers who met the inclusion criterion and voluntarily agreed to participate were included. This strategy ensured both accessibility and relevance to the research aim, which is consistent with the principles of convenient sampling [58].

This sampling method was preferred to ensure easy access to the working group and to contribute to further research.

Table 1. Demographic Information regarding Teachers.

Variable	Groups	n	%
Gender	Female	70	62.5
	Male	42	37.5
Age	20–25 Years	10	8.9
	26–30 Years	14	12.5
	31–35 Years	24	21.4
	36–40 Years	22	19.6
	41–45 Years	22	19.6
	46 Years and Above	20	17.9
Professional Experience	0–5 Years	18	16.1
	6–10 Years	16	14.3
	11–15 Years	25	22.3
	16–20 Years	27	24.1
	21 Years and Above	26	23.2
Educational Status	Undergraduate	74	66.1
	Postgraduate	38	33.9
	Total	112	100

displays the demographic characteristics of the teachers.

Table 1 depicts that 62.5% of the participants are female, while 37.5% are male. When the age distribution is examined, it is observed that 8.9% are between the ages of 20–25, 12.5% between 26–30, 21.4% between 31–35, 19.6% between 36–40, another 19.6% between 41–45, and 17.9% are aged 46 and above. Regarding professional experience, 16.1% of the participants have 0–5 years, 14.3% have 6–10 years, 22.3% have 11–15 years, 24.1% have 16–20 years, and 23.2% have 21 years or more of teaching experience. In terms of educational background, 66.1% of the participants hold a bachelor’s degree, while 33.9% have completed postgraduate education.

In this study, the participant profile was designed with careful consideration of the principles of social inclusiveness and equity. The teachers included in the research represent diverse socio-economic backgrounds, cultural contexts, and professional experiences. This diversity not only enhances the representativeness of the findings across a wider spectrum but also provides insights into how perceptions of the first-grade Turkish language curriculum are shaped within different social contexts. In this way, the data obtained aim to offer a more holistic and inclusive evaluation both at the local and national levels. Furthermore, the research design was structured to ensure that the findings contribute not only to the evaluation of the current curriculum but also to the development of sustainable education policies. The multidimensional representativeness of the participants reveals how the principles of educational equity, inclusiveness, and quality are reflected in practice, thereby providing concrete implications for policymakers. This approach not only strengthens the methodological reliability of the study but also has the potential to generate strategic insights that can support the sustainability and inclusiveness of the educational reforms envisioned within the framework of the Türkiye Century Education Model.

2.3. Data Collection Tools

In this study, which employed a mixed research method, semi-structured interview questions developed by researchers were used in the qualitative section, while a personal information form and the “Turkish Language Curriculum CIPP Model Evaluation Scale” Kavan [59] were used in the quantitative section. Information regarding the “Turkish Language Curriculum CIPP Model Evaluation Scale” and the semi-structured interview questions are provided below:

Semi-Structured Interview Questions: As a data collection tool, a written interview form was prepared by researchers to reveal teachers’ views on the 1st Grade Turkish Language Curriculum within the scope of the Türkiye Century Education Model. The aim was to minimize the possibility of teachers giving correct, incorrect, or standardized answers, and to enable them to express their opinions more freely. During the preparation process of the written interview forms, questions were developed in line with the research objectives by reviewing the relevant literature and were then submitted for expert review. Based on expert feedback, the final version of the written interview form included open-ended questions designed to elicit teachers’ opinions about the 1st Grade Turkish Language Curriculum of the Türkiye Century Education Model. The interviews conducted using the teacher interview forms were analyzed through content analysis. Content analysis is an analytical technique that aims to systematically examine qualitative data within specific themes and to transform the data into meaningful categories [60].

Turkish Language Curriculum CIPP Model Evaluation Scale: Turkish Language Curriculum CIPP Model Evaluation Scale: To determine teachers’ perceptions of the 1st Grade Turkish Language Curriculum developed in accordance with the Türkiye Century Education Model, a two-part form was used as a data collection tool. The first part included the Personal Information Form, which consists of demographic questions related to teachers’ gender, age, educational background, and professional experience. The second part consisted of the “Turkish Language Curriculum CIPP Model Evaluation Scale” developed by Kavan [59] to analyze teachers’ views based on the CIPP evaluation model. This scale comprises a total of 54 items, structured under four sub-dimensions: context (14 items), input (13 items), process (13 items), and product (14 items). Each dimension measures specific constructs: the context items address the appropriateness of the curriculum to learners’ needs, societal demands, and educational goals; the input items evaluate adequacy of resources, materials, and strategies; the process items examine implementation, classroom practices, and teacher autonomy; and the product items assess outcomes such as student achievement, skills development, and alignment of objectives with results. The scale is structured as a five-point Likert-type rating system, ranging from “1-Strongly Disagree” to “5-Strongly Agree.” \n\nIn addition to reliability, validity evidence for the scale was established in both the original development study and the present research. Kavan [59] reported Cronbach’s Alpha coefficients ranging from 0.588 to 0.955 across sub-dimensions, with an overall reliability of 0.993. In the present study, the overall Cronbach’s Alpha coefficient was calculated as 0.991, indicating a high level of internal consistency. To further examine validity, Confirmatory Factor Analysis (CFA) was performed, and results demonstrated that each item significantly loaded on its intended construct (all standardized factor loadings > 0.60, p < 0.001), supporting convergent validity. Average Variance Extracted (AVE) values for all sub-dimensions exceeded the recommended threshold of 0.50, and Composite Reliability (CR) values were above 0.70, indicating adequate construct reliability. Discriminant validity was confirmed as the square root of AVE for each construct was greater than the correlations between constructs, demonstrating that the four sub-dimensions (context, input, process, product) are empirically distinct. These findings confirm that the scale is not only reliable but also valid in measuring teachers’ evaluations of the curriculum across multiple dimensions.

2.4. Data Collection Process

The data collection process was conducted using both qualitative and quantitative data collection tools in accordance with the requirements of the mixed research method. Written interview forms were used as the qualitative data collection tool, while quantitative data were obtained through the Personal Information Form and the Turkish Language Curriculum CIPP Model Evaluation Scale. At the beginning of the data collection process, researchers provided the participating teachers with detailed information about the purpose and procedures of the study and assured them of the confidentiality and security of the data.

In the quantitative data collection process, the Personal Information Form was first administered to first-grade teachers to obtain demographic information. This form included questions regarding the teachers’ gender, age, educational background, and professional experience. In addition, the Turkish Language Curriculum CIPP Model Evaluation Scale was used to assess teachers’ perceptions of the 1st Grade Turkish Language Curriculum prepared within the scope of the Türkiye Century Education Model. To determine whether classroom teachers’ views on the curriculum showed a significant difference based on the context, input, process, and product dimensions of Stufflebeam’s CIPP Model—and with respect to the variables of gender, age, professional experience, and educational background—the normality of the distribution of the quantitative data was first analyzed. The results of the normality test regarding the score distribution are presented in

Table 2. Results of Normality Test Regarding Score Distribution.

Scale	$\overline{X}$	SS	Kurtosis		Skewness
Turkish Course Curriculum CIPP Model Evaluation Scale			Coefficient	Standard Error	Coefficient	Standard Error	p
	3.756	1.309	−0.994	0.228	−0.290	0.453	0.000

.

Skewness and kurtosis coefficients were examined to determine whether the data conformed to a normal distribution. In this context, the skewness coefficient of the Turkish Language Curriculum CIPP Model Evaluation Scale was found to be −0.290, and the kurtosis coefficient was −0.994. These values fall within the range of ±1, indicating that the data are normally distributed [61]. The primary criterion in the analyses is that the scores do not significantly deviate from a normal distribution. If skewness and kurtosis coefficients fall within the ±1 range, it can be assumed that the distribution does not differ significantly from normal. Furthermore, statistical tests based on p-values (such as the Kolmogorov–Smirnov or Shapiro–Wilk tests) were not used to assess normality as these tests tend to yield significant results even for minor deviations in large samples. Therefore, skewness and kurtosis values were used as the main indicators for a more accurate assessment of the normality assumption.

In the qualitative data collection process, a written interview form was used to deeply explore teachers’ views on the 1st Grade Turkish Language Curriculum prepared within the scope of the Türkiye Century Education Model. Content analysis method was used during data analysis. This form was finalized based on feedback from field experts and was carefully designed to reflect teachers’ thoughts on the curriculum in detail. To protect participant confidentiality, pseudonyms were assigned to each teacher instead of using their real names. Direct quotations included in the research report are identified using these pseudonyms (e.g., T1, T6), where for example, the code “T1” represents the first teacher. To enhance the reliability of the study, researchers personally conducted the data collection process in the field. In this regard, researchers visited the schools directly and provided the teachers with detailed information about the purpose and process of the study, as well as the content of the written interview form. In addition, while the teachers were completing the form, researchers remained present to offer clarification only when necessary and solely in a manner consistent with the intent of the questions, especially in cases where participants experienced difficulty understanding certain expressions.

3. Results

This section presents the findings obtained from the evaluation of the 1st grade Turkish language curriculum based on Stufflebeam’s CIPP (Context, Input, Process, Product) evaluation model. The findings were shaped through the analysis of data related to each dimension of the model, revealing the effectiveness and adequacy of the curriculum as well as the areas in need of improvement.

3.1. Distribution of Class Teachers’ Scores Regarding Context, Input, Process and Product Dimensions of the Türkiye Century Education Model 1st Grade Turkish Language Curriculum

Information on the distribution of scores of class teachers regarding the Context, Input, Process and Product dimensions of the Türkiye Century Maarif Model 1st Grade Turkish Language Curriculum is presented in

Table 3. Distribution of Class Teachers’ Scores Regarding Context, Input, Process and Product Dimensions of The Türkiye Century Education Model 1st Grade Turkish Language Curriculum.

Variables	n	M	SD	Variance
Context Dimension	112	3.818	1.336	1.785
Input Dimension	112	3.727	1.329	1.768
Process Dimension	112	3.751	1.311	1.719
Product Dimension	112	3.727	1.318	1.739
Overall Result	112	3.756	1.309	1.715

.

Table 3 demonstrates the mean, standard deviation, and variance values for each dimension of the 1st Grade Turkish Language Curriculum within The Türkiye Century Education Model, as evaluated by classroom teachers. The number of observations (n) for all dimensions is 112, indicating that the data for each variable were analyzed based on responses from 112 participants. The mean score for the context dimension is 3.818, suggesting that participants generally provided a high level of evaluation in this area. The standard deviation is 1.336, and the variance is 1.785, indicating a certain degree of deviation from the mean in participant responses. For the input dimension, the mean is 3.727, with a standard deviation of 1.329 and a variance of 1.768. The process dimension has a mean value of 3.751, a standard deviation of 1.311, and a variance of 1.719. In the product dimension, the mean score is 3.727, with a standard deviation of 1.318 and a variance of 1.739. When looking at the overall result, the general mean across all dimensions is calculated as 3.756, with a standard deviation of 1.309 and a variance of 1.715.

3.2. Examining the Views of Classroom Teachers on the 1st Grade Turkish Language Curriculum of the Türkiye Century Maarif Model According to Stufflebeam’s Context, Input, Process and Product Model, According to Gender, Age, Professional Experience and Educational Status Variables

In this section, the classroom teachers’ views on the Türkiye Century Maarif Model 1st Grade Turkish Language Curriculum are presented within the framework of Stufflebeam’s Context, Input, Process and Product (CIPP) evaluation model. In addition, these insights are analyzed in the context of whether the teachers differ across gender, age, professional experience and educational status variables.

3.2.1. Independent Sample T-Test Findings According to Gender Variable

The results of the independent sample t-test conducted to determine whether the teachers’ views on The Türkiye Century Education Model 1st Grade Turkish Language Curriculum vary across gender are suggested in

Table 4. Independent Sample t-test Results on Gender.

Size	Gender	n	M	SD	F	t	p	η2
Context	Female	70	3.8264	1.24440	4.672	0.078	0.033	0.00006
	Male	42	3.8059	1.49249		0.075
Input	Female	70	3.7238	1.26955	1.770	−0.037	0.186	0.00001
	Male	42	3.7333	1.43996		−0.035
Process	Female	70	3.7440	1.22628	3.903	−0.077	0.051	0.00005
	Male	42	3.7637	1.45688		−0.074
Product	Female	70	3.7357	1.26574	1.784	0.083	0.184	0.00006
	Male	42	3.7143	1.41834		0.081
Total	Female	70	3.7575	1.23411	2.911	0.012	0.91	0.000001
	Male	42	3.7543	1.44231		0.012

p < 0.05.

.

According to the results of the independent samples t-test regarding the context dimension, a significant difference was identified between the scores of female teachers (M= 3.83, SD = 1.24) and male teachers (M = 3.81, SD = 1.49) (t(110) = 0.078, p = 0.033). This finsings revealed a statistically significant difference in the context dimension in terms of gender. This difference appears to be in favor of female teachers. In the input dimension, there was no statistically significant difference between the scores of female (M = 3.72, SD = 1.27) and male (M = 3.73, SD = 1.44) teachers (t(110) = −0.037, p = 0.186). Similarly, findings related to the process dimension also indicate no significant difference between the opinions of female (M = 3.74, SD = 1.23) and male (M = 3.76, SD = 1.46) teachers (t(110) = −0.077, p = 0.051). Although the p-value is close to the significance threshold, it remains above 0.05. The t-test results for the product dimension also show no significant difference between female (M = 3.74, SD = 1.27) and male (M = 3.71, SD = 1.42) teachers (t(110) = 0.083, p = 0.184). Finally, when the total scores of teachers’ opinions were examined, the average for female teachers was 3.76 (SD = 1.23) and for male teachers 3.75 (SD = 1.44), and this difference was not statistically significant (t(110) = 0.012, p = 0.91). The effect size analyses indicated that the eta squared (η²) values for all dimensions were below 0.001. This finding suggests that gender does not only fail to produce statistically significant differences in teachers’ perceptions, but it also exerts a negligible effect size across the examined dimensions. In other words, gender does not substantially differentiate teachers’ evaluations in the context, input, process, product, or overall scale scores.

3.2.2. ANOVA Test Findings According to Age Variable

The study employed One-Way Analysis of Variance (ANOVA) to explore whether there is a significant difference in the dimensions of “Context”, “Input”, “Process”, “Product” and “Grand Total” based on their age. The findings are displayed in

Table 5. ANOVA Test Findings based on Age.

Dimension	Source of Variance	df	Mean of Squares	F	p	η2
Context	Intergroup	5	3.124
	Intragroup	106	1.722	1.814	0.116	0.079
	Total	111
Input	Intergroup	5	3.675
	Intragroup	106	1.678	2.190	0.061	0.094
	Total	111
Process	Intergroup	5	3.058
	Intragroup	106	1.656	1.847	0.110	0.080
	Total	111
Product	Intergroup	5	2.956
	Intragroup	106	1.682	1.758	0.128	0.077
	Total	111
Grand Total	Intergroup	5	3.184
	Intragroup	106	1.646	1.935	0.095	0.084
	Total	111

p < 0.05.

.

When the results of the ANOVA analysis regarding the “Context” dimension are examined, no statistically significant difference was noted between the age groups [F(5,106) = 1.814, p = 0.116]. Similarly, no significant difference was found between age groups in the “Input” dimension either [F(5,106) = 2.190, p = 0.061]. Although this value is close to the significance threshold, it remains above the statistically significant level of p < 0.05. The analysis conducted for the “Process” dimension also revealed no significant difference between the age groups [F(5,106) = 1.847, p = 0.110]. In the “Product” dimension, similarly, no significant difference was found [F(5,106) = 1.758, p = 0.128]. Finally, the analysis based on the overall total scores also indicated that there is no statistically significant difference between age groups [F(5,106) = 1.935, p = 0.095]. All these findings indicate that the age variable does not have a significant effect on the related dimensions. In addition to the ANOVA results, the calculated eta squared (η²) values reveal the effect size of the age variable on different dimensions of the program. The findings indicate that the age variable has small to moderate effect sizes in the context (η² = 0.079), input (η² = 0.094), process (η² = 0.080), product (η² = 0.077), and total score (η² = 0.084) dimensions. However, since the p-values obtained in the relevant dimensions did not reach statistical significance, it can be concluded that the effect of the age variable on teachers’ opinions remains limited and non-significant.

3.2.3. ANOVA Test Findings According to Professional Experience Variable

The present study examined whether there is a significant difference in the dimensions of “Context”, “Input”, “Process”, “Product” and “Grand Total” based on the professional experience through one-way analysis of variance (ANOVA).

Table 6. ANOVA Test Findings regarding Professional Experience.

Dimension	Source of Variance	Sum of Squares	df	Mean of Squares	F	p	η2	Scheffe
Context	Intergroup	17.094	4	4.274	2.525	0.045
	Intragroup	181.094	107	1.692			0.0863	1 ˃ 2,3,4,5
	Total	198.188	111
Input	Intergroup	17.831	4	4.458	2.674	0.036
	Intragroup	178.397	107	1.667			0.0909	1 ˃ 2,3,4,5
	Total	196.227	111
Process	Intergroup	16.898	4	4.224	2.599	0.040	0.0886
	Intragroup	173.895	107	1.625				1 ˃ 2,3,4,5
	Total	190.793	111
Product	Intergroup	13.236	4	3.309	1.969	0.104	0.0686
	Intragroup	179.801	107	1.680
	Total	193.036	111
Grand Total	Intergroup	16.083	4	4.021	2.468	0.049
	Intragroup	174.297	107	1.629			0.0845	1 ˃ 2,3,4,5
	Total	190.380	111

p < 0.05.

suggests the findings.

A significant difference was found between professional experience groups in the context dimension [F(4107) = 2.525, p = 0.045]. This result indicates that perceptions regarding the context differ across professional experience. A significant difference was also identified between experience groups in terms of the input dimension [F(4107) = 2.674, p = 0.036]. Similarly, a statistically significant difference was found between the groups in the process dimension as well [F(4107) = 2.599, p = 0.040]. The results obtained for the product dimension did not reach the level of statistical significance [F(4107) = 1.969, p = 0.104], indicating that perceptions in this dimension do not differ significantly based on professional experience. However, the analysis conducted on the overall total score of the scale revealed a significant difference between the groups [F(4107) = 2.468, p = 0.049]. This finding shows that professional experience has a significant effect in the overall evaluation.

The one-way ANOVA results revealed significant differences across the groups in the context [F(4107) = 2.525, p = 0.045, η² = 0.0863], input [F(4107) = 2.674, p = 0.036, η² = 0.0909], and process [F(4107) = 2.599, p = 0.040, η² = 0.0886] dimensions. However, no statistically significant difference was observed in the product dimension [F(4107) = 1.969, p = 0.104, η² = 0.0686]. The overall scale score also indicated a significant difference among the groups [F(4107) = 2.468, p = 0.049, η² = 0.0845].

To identify the source of these differences, a Scheffé post hoc test was conducted, and the results are presented in Table 6. The pairwise comparisons demonstrated that participants in Group 1 scored significantly higher than those in Groups 2, 3, 4, and 5 in the context, input, and process dimensions, as well as in the overall scale score (p < 0.05 for all). In contrast, no pairwise comparison reached statistical significance in the product dimension. The table provides detailed information for each pairwise comparison, including mean differences, standard errors, p-values, and 95% confidence intervals.

3.2.4. Independent Sample T-Test Findings in Terms of Educational Status

Within the scope of the research, an independent sample t-test was applied to determine whether the perceptions of the participants in different dimensions varied significantly across educational status (undergraduate and graduate). The analysis results are presented in

Table 7. Independent Sample t-test Results Regarding Educational Status.

Dimension	Educational Status	n	M	SS	F	t	p	η2
Context	Undergraduate	74	4.3254	0.79662	62.524	6.581	0.000	0.283
	Postgraduate	38	2.8320	1.60967		5.390
Input	Undergraduate	74	4.2225	0.90015	34.260	6.419	0.000	0.273
	Postgraduate	38	2.7632	1.50321		5.500
Process	Undergraduate	74	4.2380	0.81886	53.579	6.391	0.000	0.271
	Postgraduate	38	2.8036	1.56123		5.302
Product	Undergraduate	74	4.1844	0.90575	38.684	5.823	0.000	0.236
	Postgraduate	38	2.8383	1.53922		4.967
Grand Total	Undergraduate	74	4.2426	0.83630	44.773	6.393	0.000	0.271
	Postgraduate	38	2.8093	1.53997	62.524	5.347

p < 0.05.

.

In the context dimension, the mean score of participants with a bachelor’s degree (M = 4.33; SD = 0.80) was found to be significantly higher than that of participants with a postgraduate degree (M = 2.83; SD = 1.61) [t(110) = 6.581, p < 0.001]. This difference was analyzed using adjusted values due to the violation of the assumption of homogeneity of variances between groups (F = 62.524). Similarly, in the input dimension, bachelor’s degree holders (M = 4.22; SD = 0.90) scored significantly higher than postgraduate degree holders (M = 2.76; SD = 1.50) [t(110) = 6.419, p < 0.001; F = 34.260]. In the process dimension, the mean score of bachelor’s degree holders (M = 4.24; SD = 0.82) was also notably higher than that of the postgraduate group (M = 2.80; SD = 1.56) [t(110) = 6.391, p < 0.001; F = 53.579]. The results related to the product dimension followed the same pattern. Bachelor’s degree holders (M = 4.18; SD = 0.91) obtained significantly higher scores than postgraduate degree holders (M = 2.84; SD = 1.54) [t(110) = 5.823, p < 0.001; F = 38.684]. In terms of the overall total scores, the average score of individuals with a bachelor’s degree (M = 4.24; SD = 0.84) was also significantly higher than that of postgraduate degree holders (M = 2.81; SD = 1.54) [t(110) = 6.393, p < 0.001; F = 44.773]. In addition to the independent samples t-test results, effect sizes were examined through eta squared (η²) values. The calculated η² values for the Context (η² = 0.283), Input (η² = 0.273), Process (η² = 0.271), Product (η² = 0.236), and Grand Total (η² = 0.271) dimensions indicate a substantial magnitude of effect. According to Cohen’s [62] classification, eta squared values of 0.01, 0.06, and 0.14 correspond to small, medium, and large effects, respectively. In this regard, all obtained η² values fall within the large effect size range.

3.3. Classroom Teachers’ Views on the Context, Input, Process and Product Dimensions of the 1st Grade Turkish Language Curriculum of the Türkiye Century Education Model

This section includes the opinions of classroom teachers regarding the context, input, process and product dimensions of The Türkiye Century Education Model 1st Grade Turkish Language Curriculum. Teacher opinions on each dimension were examined in line with the obtained data.

3.3.1. Context Dimension

Themes and codes regarding the context dimension of classroom teachers’ The Türkiye Century Education Model 1st Grade Turkish Language Curriculum are summarized in

Table 8. Themes and Codes Related to the Context Dimension.

Theme	Code
Student-Centered Structure of the Program	Appropriateness to development level Connection with real life Existence of interesting content
Reflecting Cultural and Local Elements	Emphasis on local values Integration into social and cultural values Transfer of national and spiritual elements
Flexibility and Applicability of the Program	Adapting to individual differences Adapting to heterogeneous class structure Supporting with gamification elements
Contextual Inadequacies	Superficiality of content Lack of appeal to disadvantaged groups

.

Based on participant responses, several themes related to the context dimension of the curriculum were identified. The data indicate that the curriculum generally has a student-centered structure; however, certain contextual inadequacies cannot be overlooked. Teachers’ views on the 1st Grade Turkish Language Curriculum within The Türkiye Century Education Model suggest that the program is student-centered, flexible, and enriched with cultural elements. Teachers stated that the curriculum offers content appropriate to students’ developmental levels, engaging, and relatable to daily life; it reflects local, cultural, and national values and possesses the flexibility to address different student profiles. Nevertheless, some participants highlighted contextual shortcomings, such as the superficiality of the content, inadequacies in addressing the needs of disadvantaged groups, and weak connections to real-life contexts.

Some of the statements containing the views of the teachers participating in the research regarding the context dimension are as follows:

Positive Comments

Teacher 2 (T-2): “The program seems to have been prepared by taking into account the students’ developmental levels and areas of interest. Especially the content of the texts is appropriate for students’ daily lives and is engaging. This increases students’ participation in the lessons.”

Teacher 20 (T-20): “The integration of local and cultural elements into the course content has been very well done. When students encounter elements related to their own lives, they learn more easily. This enhances the effectiveness of the program.”

Teacher 52 (T-52): “In terms of addressing students’ individual differences, the program is quite flexible. In this way, the heterogeneous structure within the classroom can be managed more easily. It is also observed that social values are respected.”

Teacher 76 (T-76): “The program conveys national and moral values in a simple and understandable way. Students gain both academic achievements and develop cultural awareness. I find this approach highly valuable.”

Teacher 105 (T-105): “The prepared content is appropriate for students’ age levels, understandable, and enjoyable. In particular, the inclusion of gamification elements keeps children’s attention constantly engaged. This facilitates the teaching process.”

Undecided Comments

Teacher 64 (T-64): “Although the program seems to respond to students’ needs in general terms, some topics remain rather superficial. I have doubts about whether it is sufficient, especially for students in disadvantaged regions. Therefore, I cannot form a definitive opinion about the program’s effectiveness.”

Teacher 73 (T-73): “I can see the efforts toward incorporating local values, but this is not sufficiently felt in practice. Especially for students from different cultural backgrounds, more content should be provided. For this reason, I cannot make either a positive or a negative judgment.”

Negative Comments

Teacher 40 (T-40): “The program is detached from the real-life needs of students. Although it appears sound in theory, it does not meet expectations in the classroom environment. This situation lowers students’ motivation.”

Teacher 63 (T-63): “Although it is claimed that local and cultural values are included, these elements remain quite superficial. In particular, there is a lack of rich content that appeals to different regions. This creates a deficiency in terms of contextual relevance.”

3.3.2. Input Size

Themes and codes regarding the input dimension of classroom teachers regarding the The Türkiye Century Education Model 1st Grade Turkish Language Curriculum are given in

Table 9. Themes and Codes Related to Input Dimension.

Theme	Code
Material Quality and Diversity	Visual and attention-grabbing materials Activity booklets and variety Suitable for student levels
Technological and Physical Opportunities	Interactive content and digital materials Adequacy of physical facilities Contribution of technology support to teachers
Resource Inequality and Inadequacies	Lack of assessment tools Equipment differences between schools Teachers have to produce additional resources

:

The findings related to the input dimension indicate that the curriculum includes both strengths and limitations in terms of material quality, technological resources, and access to instructional materials. Teachers evaluated positively the visual appeal of the materials, their suitability for student level, and the contribution of digital content. However, they also pointed out that deficiencies in physical infrastructure, lack of resources, and disparities in equipment among schools negatively affect the implementation of the curriculum. This suggests that inequalities in inputs may limit the overall effectiveness of the program.

Some of the statements containing the opinions of the teachers participating in the research regarding the input dimension are as follows:

Positive Comments

Teacher 6 (T-6): “The textbooks are designed to be quite colorful and attention-grabbing. Especially the visually supported content captures students’ interest. This facilitates the learning process.”

Teacher 42 (T-42): “The worksheets and activity booklets offer sufficient variety. Addressing students at different levels provides ease for the teacher. I believe these materials are effective.”

Teacher 59 (T-59): “There are contents enriched with technological resources. Materials that can be used on interactive whiteboards make teaching more effective. These tools also reduce the teacher’s workload.”

Teacher 72 (T-72): “Physical resources have been adequately provided in most schools. This increases the feasibility of implementing the program. Students have access to a more comfortable learning environment.”

Teacher 85 (T-85): “The materials that come with the program are simple but functional. Especially the visuals and variety of activities support teaching. This encourages students’ active participation in the lesson.”

Undecided Comments

Teacher 65 (T-65): “While some materials are quite well-prepared, others are rather superficial. In particular, the assessment tools can be insufficient. Therefore, I cannot form a clear opinion regarding the adequacy of the materials.”

Teacher 74 (T-74): “The program functions better in schools where technological tools are available. However, this is not the case for every school. For this reason, my opinion regarding the input dimension is indecisive.”

Negative Comments

Teacher 41 (T-41): “The provided materials are insufficient and contain many gaps. As teachers, we often have to create additional resources. This makes the teaching process more difficult.”

Teacher 60 (T-60): “It is stated that technological resources are utilized in the program, but our school lacks the necessary infrastructure. It is not possible to use interactive content. This creates inequality.”

3.3.3. Process Dimension

Themes and codes regarding the process dimension of classroom teachers regarding the The Türkiye Century Education Model 1st Grade Turkish Language Curriculum are given in

Table 10. Themes and Codes Related to the Process Dimension.

Theme	Code
Ease of Implementation and Teacher Guidance	Planning and distribution of achievements Guidance in the teaching process Process-oriented approach
Quality and Appropriateness of Activities	Increasing student engagement Constructivist approach We could adapt to different teaching styles
Difficulties Encountered in the Process	Incompatibility with classroom reality Time management issues Complex and impractical activities

.

The findings regarding the process dimension reveal that the program provides ease of implementation with its planned structure, teacher-guiding aspect and student-centered approach. The fact that the activities are constructivist-based, increase participation and can be adapted to different teaching styles provides flexibility to the teaching process. However, implementation difficulties such as incompatibility with classroom reality, time management problems and complexity of some activities may limit the effectiveness of the program in the field.

Some of the statements containing the opinions of the teachers participating in the research regarding the process dimension are as follows:

Positive Comments

Teacher 7 (T-7): “The implementability of the program is quite high. Its planning and the distribution of learning outcomes guide the teacher. This makes conducting the lessons easier.”

Teacher 10 (T-10): “The activities are varied and prepared at an applicable level. Especially the structures designed to increase student participation are appropriate. They keep the teaching process dynamic.”

Teacher 21 (T-21): “In terms of teaching methods, the program is quite flexible. It can be adapted to different teaching styles. This increases the effectiveness of the program.”

Teacher 70 (T-70): “It is an advantage that the program offers solutions for problems encountered in classroom implementation. The teacher is not left alone. I support the process-oriented approach.”

Teacher 101 (T-101): “Most of the activities align with the constructivist approach. Active student participation is prioritized. This increases the permanence of learning.”

Undecided Comments

Teacher 67 (T-67): “While some activities work well in the classroom environment, others can create confusion. I am not sure whether they are suitable for every classroom structure. Therefore, my evaluation of the process dimension is not definitive.”

Teacher 75 (T-75): “Although the implementation guide appears to be sufficient, some instructions may be lacking. Teachers shape the process based on their own experiences. This leads me to remain undecided.”

Negative Comments

Teacher 54 (T-54): “The implementability of the program is low because it does not align with classroom realities. The activities cannot be completed within the given time. This makes the program appear more theoretical than practical.”

Teacher 98 (T-98): “The teaching methods seem contemporary, but they are complex in practice. Some activities do not correspond to students’ levels, which complicates the process. Therefore, managing the instructional process becomes more difficult.”

3.3.4. Product Size

Themes and codes related to the product dimension of the classroom teachers’ The Türkiye Century Education Model 1st Grade Turkish Language Curriculum are given in

Table 11. Themes and Codes Related to Product Size.

Theme	Code
Observed Development in Language Skills	Increase in reading comprehension skills Improvement in writing and speaking skills Supporting language development with social development
Specificity and Attainability of Goals	Traceability of achievements Contribution of measurement–evaluation tools Conscious learning process
Product Inadequacies and the Problem of Realism	Weakness in writing and speaking skills Unrealistic gains Inability to provide equal contribution to each student

.

The findings regarding the product dimension reveal that the program supports holistic development in students’ language skills and that the learning objectives are traceable and achievable. Participants stated that progress was made in students’ reading, writing, speaking and social development; and emphasized that measurement–evaluation processes contributed to learning. However, problems such as inadequacy in language skills in some students, unrealistic outcomes and failure to provide equal learning opportunities indicate that the program may have limitations in reaching the expected outcomes for each student.

Some of the statements containing the opinions of the teachers regarding the product dimension are as follows:

Positive Comments

Teacher 12 (T-12): “I observe that the program makes a positive contribution to Turkish language skills. Students’ reading comprehension levels have improved compared to previous years. Writing skills also show development.”

Teacher 15 (T-15): “Students acquire learning outcomes more consciously. Since the objectives are clear, monitoring progress becomes easier. This increases achievement.”

Teacher 45 (T-45): “The delivery of topics and the organization of learning outcomes contribute to student development. I observed a notable increase especially in listening and speaking skills. This is one of the program’s strengths.”

Teacher 69 (T-69): “The program supports students’ communication skills. Their success in group work is remarkable. This supports both social development and language development together.”

Teacher 71 (T-71): “In terms of overall outcomes, I think the program is adequate. The assessment and evaluation tools reflect the process well. This enables us to measure student success more accurately.”

Undecided Comments

Teacher 68 (T-68): “I believe the program contributes to language development; however, the expected progress was not observed in some students. I am uncertain whether this is related to the teaching process or student-related factors. Therefore, I remain undecided.”

Teacher 111 (T-111): “Learning outcomes are generally evident, but I have doubts about the realism of some objectives. It is difficult to say that it contributes equally to every student. Thus, I cannot provide a clear evaluation of the product dimension.”

Negative Comments

Teacher 56 (T-56): “I have not observed significant progress in students’ language development. Particularly, weaknesses in writing and speaking skills persist. This suggests that the program’s outcomes are inadequate.”

Teacher 112 (T-112): “Although the learning outcomes targeted by the program appear good in theory, they are difficult to achieve in practice. Some outcomes are unrealistic. Therefore, the product dimension does not meet expectations.”

4. Discussion

This study explored the Primary School 1st Grade Turkish Course Curriculum, developed in line with the Türkiye Century Maarif Model, within the framework of Stufflebeam’s CIPP evaluation model and presented results on the context, input, process and product dimensions of the program in line with the findings. In this section, the research findings are discussed by comparing them with the relevant literature and the contributions of the results to the curriculum development process are presented.

4.1. Results on the Distribution of Scores of Class Teachers Regarding the Context, Input, Process and Product Dimensions of the 1st Grade Turkish Language Curriculum of the Türkiye Century Education Model

The Turkish Language Curriculum for Grade 1, developed within the framework The Türkiye Century Education Model, was evaluated based on Stufflebeam’s CIPP model across the context, input, process, and product dimensions. Quantitative data derived from teacher perspectives indicate a generally positive perception of the program. In the context dimension, the curriculum is viewed as responsive to educational needs, societal expectations, and student development. In the input dimension, while instructional materials and resources are generally considered adequate, variations in satisfaction levels suggest regional and institutional disparities. In the process dimension, teachers reported a favorable view of the implementation process, though issues such as time management and teacher autonomy were noted as areas requiring improvement. In the product dimension, the program is perceived to contribute positively to higher-order cognitive skills, particularly problem-solving and reasoning; however, the need for greater responsiveness to individual and contextual differences is emphasized. However, the presence of varying evaluations within the framework of individual differences implies that the instructional process may yield different results in different contexts.

A review of the literature in Türkiye reveals that, although teachers generally evaluate the Turkish language curriculum developed within the framework of the Türkiye Century Education Model positively, the necessity of continuous monitoring and improvement activities based on teacher feedback emerges as essential for enhancing its effectiveness. Before the implementation of the Türkiye Century Education Model, evaluations of various curricula had already created a significant body of literature. In particular, studies conducted within the framework of the CIPP model revealed the strengths and weaknesses of previous curricula and provided a comparative perspective for assessing new programs. Therefore, the following research findings reflect evaluations of curricula developed prior to the Türkiye Century Education Model. For instance, Kerimoğlu and Küçüktepe [63], in their evaluation of the 2018 eighth-grade English curriculum using the CIPP model, concluded that while the learning outcomes were considered positive, regional disparities, inadequate teaching materials, overcrowded classrooms, and inconsistencies in assessment practices limited the program’s applicability. Likewise, Akkaya [45] found that, in the life sciences curriculum, the context and product dimensions were only partially sufficient, the input dimension was insufficient, and the process dimension was adequate. In another study, Singer [37] highlighted several issues in the elementary mathematics curriculum, including the lack of a coherent pedagogical approach, insufficient development of core competencies such as information and communication technologies, the obsolescence of curriculum objectives, and the ineffectiveness of assessment practices. Similarly, Yıldırım and Türksoy [40] reported that the fourth-grade science curriculum was not regarded by teachers as fully adequate. Collectively, these findings indicate that, while curricula are generally perceived positively, persistent challenges remain in the input and process dimensions, thereby underscoring the importance of teacher-informed monitoring and improvement efforts to increase curricular effectiveness.

The findings of this study are largely consistent with international research conducted through curriculum evaluations based on the CIPP model. For instance, Al-Shanawani [64], in evaluating a kindergarten curriculum, emphasized the importance of aligning the program with educational needs and societal expectations, a result that parallels teachers’ views in this study regarding the relevance of the Türkiye Century Education Model Turkish Language curriculum to learners’ needs. With respect to the process dimension, an evaluation carried out at Shiraz University of Medical Sciences highlighted shortcomings in program implementation and underscored the need for systematic feedback [65], which is comparable to teachers’ emphasis on the necessity of improvement in areas such as time management and professional autonomy in the present study. Regarding the product dimension, research conducted in China demonstrated that the curriculum contributed to higher-order cognitive skills but also revealed differentiated outcomes due to regional inequalities [66]. This finding resonates with teachers’ observations in our study that the program should be further developed to better address individual and contextual differences. Overall, the results of international studies support the findings obtained in the Turkish context and underscore the necessity of transforming the curriculum into a more sustainable, inclusive, and context-sensitive structure.

4.2. Class Teachers’ Views on the 1st Grade Turkish Language Curriculum of the Türkiye Century Maarif Model According to Stufflebeam’s Context, Input, Process and Product Model; Results According to Gender, Age, Professional Experience and Educational Status Variables

Teachers’ opinions regarding the 1st Grade Turkish Language Curriculum of The Türkiye Century Education Model were examined in terms of gender. The findings revealed that gender-based significant differences in teachers’ evaluations of the program were limited. The results of the independent samples t-test conducted for the context dimension indicated that female teachers’ opinion scores were statistically significantly higher than those of male teachers. This suggests that female teachers evaluated the elements within the context dimension—such as the program’s vision, values, and general structure—more positively than their male counterparts. In contrast, it was found that teachers’ opinions did not differ significantly by gender in the input, process, and product dimensions. When the mean scores for these dimensions were examined, it was observed that the evaluations of female and male teachers were quite similar, and that there was no statistically significant difference between their views. Although a p-value close to the significance threshold was obtained for the process dimension, it remained above the 0.05 level and was therefore not considered statistically significant. Similarly, in the product dimension, no gender-based differences in opinions were identified. These results indicate that the program is perceived similarly by teachers regardless of gender, although female teachers may have a more favorable perspective in the context dimension. Consistent with this finding, Soylu [67] reported no gender-based differences in teachers’ evaluations of the 5th grade English curriculum, and Kılav and Eker [68] reached similar conclusions in their evaluation of the 2024 preschool education curriculum. Medeni [44], in his study of the 4th Grade Social Studies Curriculum, also found no significant gender-based differences. Thus, while female teachers in this study provided more positive context evaluations, overall gender did not emerge as a determining factor.

Regarding age, one-way ANOVA results indicated no statistically significant differences in teachers’ evaluations across age groups. This shows that perceptions of the 1st Grade Turkish Language Curriculum were consistent regardless of age. While Ayan [43] found age-related differences in teachers’ evaluations of the Human Rights, Citizenship, and Democracy Curriculum, the present findings suggest that age was not a differentiating variable in this context.

In terms of professional experience, ANOVA revealed significant differences across groups. Teachers with 1–5 years of experience had higher scores in the context, input, process, and overall dimensions compared to those with 6–10 years and 16+ years of experience. This suggests that less experienced teachers view the curriculum more positively, while perceptions become more critical with increasing experience. Aslan and İzci [69] also found that professional experience influenced teachers’ views in the context dimension of the middle school English curriculum, though not in other areas. By contrast, Kılav and Eker [69] and Medeni [44] reported no significant differences based on experience in their studies. The variation observed here may therefore be attributed to the demographic characteristics of the sample, the specific implementation process, or the instruments employed.

Finally, teachers’ evaluations were analyzed by educational background. Results indicated that bachelor’s degree holders scored significantly higher across all CIPP dimensions compared to postgraduate degree holders. This suggests that undergraduate-trained teachers tend to evaluate the curriculum more positively. However, since the sample consisted predominantly of bachelor’s degree holders, the imbalance in group sizes should be considered when interpreting this result. Aslan and İzci [69] similarly found that educational background did not significantly influence teachers’ views of the previous English curriculum, highlighting the need for cautious interpretation. Nonetheless, the findings of this study point to educational level as a variable worth considering in curriculum evaluation research.

4.3. Results of Classroom Teachers’ Views on the Context, Input, Process and Product Dimensions of the 1st Grade Turkish Language Curriculum of the Türkiye Century Education Model

The evaluation of the Grade 1 Turkish Language Curriculum within the Türkiye Century Education Model through the CIPP framework revealed both strengths and areas for improvement. Teachers generally considered the program student-centered, flexible, and culturally sensitive, supported by diverse instructional materials and digital resources that enrich the learning process. At the same time, they identified limitations such as occasional inadequacies in contextual appropriateness, disparities in resources, and the limited realism of some learning outcomes.

In the context dimension, the curriculum was viewed as developmentally appropriate and responsive to students’ interests and experiences. Its flexibility and sensitivity to cultural values were highlighted as strengths, while concerns were raised about insufficient inclusivity for disadvantaged groups and limited integration of local values. In the input dimension, teachers valued the variety and visual quality of materials and the supportive role of technological content. However, they pointed to shortcomings such as inadequate assessment tools, disparities in technological infrastructure across schools, and inconsistencies in material quality. Regarding the process dimension, the structured framework, clear learning outcomes, and diverse activities were recognized as enhancing participation and guiding instruction. Yet, teachers emphasized that some activities were difficult to implement in classroom realities and called for stronger pedagogical guidance. In the product dimension, the program was perceived to support meaningful progress in reading, writing, listening, and speaking skills, as well as communication and collaboration. Nonetheless, unequal support across student profiles and the need for more responsive assessment practices were noted. The findings also reflect the program’s contribution to sustainability. The curriculum adopts an equity-oriented approach, enabling participation of students from diverse socio-economic and cultural backgrounds, while preserving local cultural values alongside global standards. Beyond short-term learning outcomes, it supports lifelong learning, social responsibility, and future academic achievement. However, teachers stressed that sustained impact requires stronger teacher professional development, as pedagogical capacity directly affects implementation quality.

The evaluation highlights the curriculum’s international relevance. Elements such as inclusivity, curriculum flexibility, and student-centered pedagogy resonate with UNESCO’s [16] emphasis on equitable education and the OECD’s [70] Future of Education and Skills 2030 framework. The program’s focus on early literacy, language development, and critical thinking also aligns with Sustainable Development Goal 4 (Quality Education), which promotes inclusivity and lifelong learning [13]. In this sense, while the findings offer guidance for national policy, they also provide insights for global education reform efforts seeking sustainable and student-centered models.

Compared with international examples, the present findings align with prevailing global trends in early-grade curriculum reform. The programme’s student-centred, play-based orientation parallels approaches observed in Finland [71]; its integration of foundational language skills with critical thinking and values education is consistent with practices reported in Singapore [72]; and its emphasis on differentiation and individualized pathways resonates with inclusive policies in Canada for multilingual learners [73]. These correspondences indicate that the Türkiye Century Education Model (TCEM) exhibits features that are widely regarded as good practice for promoting holistic development and classroom engagement. Beyond immediate pedagogical effects, the results point to longer-term societal implications. Empirical and theoretical work suggests that high-quality, early-stage reforms contribute to sustained cognitive, social, and emotional gains and can help reduce inequalities over time [74]. Framing curriculum change within sustainability-oriented principles—such as environmental responsibility, cultural continuity, and global citizenship—strengthens the case for reforms that aim at enduring social benefits [29]. Accordingly, aligning TCEM with international frameworks would increase its policy relevance and measurability. The OECD’s call for inclusive, competency-based systems [55], UNESCO’s guidance on designing curricula that reduce inequities and support lifelong learning [16], and the operational targets of SDG-4 [52] together provide a useful orientation for monitoring and scaling reform efforts. Practically, this implies prioritizing (i) equitable distribution of instructional resources, (ii) differentiated assessment and support mechanisms for diverse learner profiles, and (iii) sustained teacher professional development to secure classroom-level fidelity and impact. In sum, while the Turkish reform demonstrates substantive convergence with global best practices, its long-term success will depend on implementation-focused policies that translate curriculum design into equitable and durable learning outcomes—an agenda that is both nationally pertinent and internationally transferable.

In conclusion, it is observed that the 1st Grade Turkish Language Curriculum of The Türkiye Century Education Model has been generally received positively; however, various structural and contextual limitations encountered during implementation have influenced teachers’ opinions. Making the program more inclusive, applicable, and responsive to different school types and student profiles is crucial for achieving effective teaching and learning outcomes. A dynamic program development process that takes teacher feedback into account will contribute to reducing such issues. Moreover, the Turkish language curriculum for the first grade of primary school, developed within the scope of the Türkiye Century Maarif Model, aims not only to improve students’ fundamental language skills but also to support individuals’ lifelong learning competencies. This orientation in curriculum design necessitates the cultivation of individuals who can adapt to changing societal and personal needs, engage in continuous learning, and pursue self-development. As Titrek, Özkorkmaz, and Gülmez [75] emphasized in their study examining the current state of lifelong education in Turkey, education systems should be structured to enable individuals to remain open to learning not only during specific periods of life but throughout their entire lives.

The findings obtained in this research allowed for the evaluation of the first-grade Turkish Language Curriculum, restructured within the framework of the Türkiye Century Education Model, from various perspectives. The evaluation process, based on teacher feedback, highlighted the program’s strengths while also highlighting its limitations during implementation. Significant findings were obtained in areas such as the abundance of content, adequacy of teaching opportunities and materials, teacher training, and the promotion of values. Although the research data were limited to the actors in Adana province, the curriculum under consideration represents a common curriculum implemented nationwide. In this context, the summaries of the results obtained, summarized solely by the study group, are considered generalizable to similar sociocultural and pedagogical contexts across Turkey. Furthermore, the Stufflebeam CIPP model used is a widely accepted evaluation approach in the international literature. This demonstrates its potential to contribute to program evaluation practices not only at the national level but also globally. Therefore, these research services offer informed conclusions that warrant comprehensive examination both across Turkey and in countries experiencing similar curricular transformations. However, to achieve more robust and concise generalizations, similar studies conducted across different service systems and diverse socioeconomic and cultural contexts are being prioritized for this educational approach. Such pluralistic studies will guide the continued development of curricula and the establishment of policies on a more robust foundation.

In line with findings from similar program evaluation studies in the literature, it can be stated that although the 1st Grade Turkish Language Curriculum of The Türkiye Century Education Model has theoretically positive qualities, it also contains various limitations across the context, input, process, and product dimensions during implementation, and that these limitations significantly influence teacher opinions.

In this regard, the following recommendations have been provided:

• Local Policy Recommendations
  • Teacher Training and In-Service Support: Continuous professional development and in-service training programs for teachers should be strengthened to enhance the applicability of the curriculum.
  • Equity in Resources and Materials: To address disparities in materials and technological infrastructure arising from regional differences, school-based budgets should be reinforced with the support of local administrations.
  • Adaptation to Local Cultural Diversity: Curriculum content should be made more responsive to local socio-cultural characteristics in order to strengthen inclusivity.
  • Diversity in Assessment and Evaluation: Alternative assessment tools that take student differences into account should be developed to ensure diversity in implementation.
• Internationally Applicable Strategies
  • Sharing of Global Best Practices: Inclusive education models implemented in countries such as Finland, Singapore, and Canada can be adapted to the Turkish context.
  • Alignment with the Sustainable Development Goals (SDG 4): Education policies should be systematically aligned with the United Nations 2030 Agenda, which emphasizes quality and inclusive education.
  • International Teacher Exchange Programs: Teacher exchange and internship programs should be promoted to enable educators to experience diverse international practices.
  • Multilingual Education Policies: In response to global migration dynamics, flexible curriculum structures that support multilingualism and cultural diversity should be adopted.
• Research Recommendations
  • Regional Implementation Studies: Similar CIPP evaluation studies should be conducted across different socio-economic and cultural regions to compare program impacts.
  • Longitudinal Research: Long-term studies should be carried out to examine the effects of the reform on students’ academic achievement, lifelong learning skills, and social integration.
  • Comparative International Studies: Comparative program evaluation research should be conducted to assess the Türkiye Century Education Model against similar reforms in other countries.
  • Student and Parent Perspectives: Future program evaluations should include the perspectives of not only teachers but also students and parents, emphasizing multi-dimensional qualitative research.