2025

Environment, Disaster, Risk Mitigation and Education Project (ÇARE)

Serving the vision of the Century of Türkiye Education Model and carried out in cooperation with UNICEF, the project is a nationwide education initiative implemented across all 81 provinces. Its objective is to foster environmental awareness, disaster preparedness, and a culture of sustainable living among students, while strengthening teachers’ capacity to ensure the permanent integration of environmental education into the education system.

As part of the project, an online survey was conducted to a total of 115,541 elementary and lower secondary students across Türkiye. Students’ knowledge, attitudes, and behavioral patterns regarding the environment, climate change, and sustainability were analyzed. Based on the survey findings, 46 original classroom activities and 20 digital learning materials were developed with the participation of teachers, academics, and expert teams. These materials were compiled into a comprehensive document titled “Teacher’s Guide for Environmental and Climate Literacy Activities.” In addition, a 3D Virtual Climate Workshop was developed to enhance students’ interactive learning experiences. The guide and the digital materials are aligned with the curriculum, tiered by age group, and present an innovative approach to environmental education.

The strongest impact of the project in real life circumstances was achieved through teacher training. To support implementation, 130 teachers received in-person training and 1,220 teachers received online training. Subsequently, through a Training of Trainers program, 126 trained teachers reached 19,920 teachers in their respective provinces. Through this cascading learning model, a total of 583,904 students benefited directly from project activities.

 A short film titled “My School: A Remedy for the Future” was produced to enhance the visibility of the ÇARE[1] Project. The film was disseminated via the Ministry of National Education’s official website, social media accounts, and national media outlets, contributing to raising public awareness on environmental issues. To facilitate access to project outputs, the digital materials were supported with QR codes and made openly accessible to teachers and students.

Green Homeland – My School is a Remedy for the Future

“Green Homeland – My School is a Remedy for the Future” is a nationwide awareness initiative carried out in line with the “From Roots to the Future” vision of the Century of Türkiye Education Model. The initiative aims to foster environmental awareness and a culture of sustainable living among students, integrating love of the homeland with love of nature.

Activities carried out with the motto “Protecting the Green Homeland is protecting the homeland” continue to be implemented across all schools throughout the 2025–2026 academic year. To guide environmental and sustainability-oriented activities, the Green Homeland Thematic Calendar has been developed. The calendar assigns a distinct environmental theme to each month, supporting students in building a strong connection with nature and experiencing nature-based learning. The monthly themes are as follows: September: “Seeds, Soil and Clean Air”, October: “Disasters and Resilience”, November: “Forests”, December: “Saving and Responsible Consumption”, January: “Climate Change”, February: “Sustainability”, March: “Water Efficiency”, April: “Zero Waste”, May: “Ecological Agriculture and Biodiversity”, June: “Environment.”

Activities implemented in schools support students in learning through fun experiences, strengthening their environmental awareness, and adopting sustainable habits. Thanks to coordination enabled across all 81 provinces, effective cooperation is maintained between provincial directorates of national education and regional forestry directorates.

The films “Every Child is a Sapling” and “How to Plant a Sapling” are made available to students through the EBA platform, promoting love of nature and environmental responsibility from an early age.

“Green Homeland – My School is a Remedy for the Future” continues to evolve as a comprehensive and transformative initiative that enhances students’ environmental awareness, strengthens teachers’ environmental education competencies, and encourages active participation from families.

Promoting Inclusive Education for Kids in the Turkish Education System (PIKTES IV)

Implemented since November 1, 2022, PIKTES+ concluded on October 31, 2025. PIKTES IV entered into force as of February 2025 and is planned to run for 18 months across 29 provinces. With the updated Circular on Adaptation Classes, dated August 14, 2025 and numbered 2025/62, second-grade adaptation classes were started in the 2025–2026 academic year. However, to prevent any disruption for third-grade students this year, it was decided that third-grade adaptation classes would also be made available for the 2025–2026 academic year, as a one-time measure. In the 2025–2026 academic year, 34,945 foreign students began receiving education in adaptation classes.                                                                                     

Within the scope of Turkish language instruction offered to foreign students, 19,168 foreign students received Turkish language education delivered by PIKTES Turkish instructors. In addition, PIKTES guidance counselors provided guidance and counseling services to 54,496 students. Social cohesion activities targeting both foreign and host-community students were organized across 29 provinces under PIKTES.                                                                                 

Under the umbrella of the Century of Türkiye Education Model (TYMM), the “Turkish Language Teaching Program for Foreigners,” which meets international language-teaching standards and is aligned with the Common European Framework of Reference for Languages (CEFR), has been developed. As stated under TYMM, the program fully reflects the model’s philosophy and approaches by grounding itself in the principles of “Domain Skills, Conceptual Skills, Dispositions, Inter-Skill Relations, Learning Outcomes, Content Framework, Evidence of Learning, Learning-Teaching Experiences, Differentiation, and Teacher Reflections.” The “Turkish Language Teaching Program for Foreigners” has been approved by the Board of Education and Discipline.

Erasmus+ Program and School Education Accreditation Activities

Erasmus+, the European Union’s grant program in the fields of education, training, youth, and sports, is one of the most important tools supporting Türkiye’s objectives of internationalization in education, quality assurance, and innovative learning approaches. Since 2014, the Ministry of National Education has participated in the Erasmus+ program as a Program Country, expanding access to learning opportunities aligned with European standards through projects implemented at all levels of education. In line with the vision of the Century of Türkiye, the Erasmus+ Program targets:                  

• supporting teachers’ professional development

• equipping students with 21^st-century skills,

• strengthening international cooperation among institutions, and

• developing inclusive, digital, and green transformation-oriented educational practices.

Through the Accreditation Systems for School Education, Vocational Education, and Adult Education, the program enhances the institutional capacity of participating organizations and ensures continuity and quality assurance in education. Within this framework, the Directorate General of Secondary Education, as an institution holding Erasmus+ Accreditation for School Education, enables school administrators, teachers, and students to participate in international mobility activities during the 2023–2027 period. 

Through these activities, the Directorate aims to:

• enable teachers to personally observe innovative educational practices in European

• strengthen skills in pedagogical leadership, digital competence, values-based education, conscious technology use, and supporting students’ self-efficacy

• improve school climate and enhance student well-being, and

• support the sharing of good practices and the adaptation of these practices to the education system

 Additionally, through job-shadowing, training courses, and joint project-development activities carried out under the accreditation framework, the Directorate General of Secondary Education supports long-term cooperation between schools in Türkiye and partner institutions in Europe. These efforts are conducted with the objective of promoting and expanding, at the international level, the skill-based and holistic educational approach defined under the “virtue, value, and action” axis of the Century of Türkiye Education Model.

Erasmus+ projects also progress interactively with Europe-wide digital and innovative learning networks such as eTwinning, Scientix, and EU Code Week, providing Turkish teachers and students with access to good practices across Europe, opportunities for experience sharing, and collaborative production.

The Directorate General for Secondary Education supports students’ development in cultural identity, creative expression, and social participation through the following:

The Richness of Our Language Project: With a view to enhancing accurate, effective, and aesthetic use of Turkish; creative writing workshops, proverb and idiom workshops, and competitions at the school and provincial levels were carried out.

Social Activities Module and e-Portfolio Integration: Work is underway to integrate the e-School Social Activities Module - which tracks students’ participation in cultural, artistic, and social activities in a digital environment - into the e-Portfolio system.

International Culture and Arts Collaborations (2024–2025): Through projects conducted with institutions such as TÜBİTAK, ASELSAN, and the Goethe-Institut, students have gained multicultural awareness.

Libraries: The Heart of the School Project: In an effort to turn school libraries into cultural hubs, author talks, art workshops, and student exhibitions were organized.

EBA VR

VR EBA is an advanced educational platform that offers immersive and interactive learning experiences through virtual reality. VR EBA provides a wide range of virtual laboratory experiments covering science, physics, chemistry, and biology. Aligned with pedagogical approaches and with national and international curricula, these immersive and interactive learning experiences are based on real scientific methodology and formulas, enabling meaningful and lasting learning. It aims to make learning more effective and enjoyable by developing innovative approaches supported by gamification and artificial intelligence tools

Updating Curriculum and Textbooks under the Century of Türkiye Education Model (TYMM)

The curricula for courses taught in special education practice schools have been developed within the scope of the Century of Türkiye Education Model (TYMM). Work on preparing textbooks aligned with the curricula updated under TYMM is ongoing. As part of the Century of Türkiye Education Model, curricula have been updated and put into practice. These include the Social Adaptation Skills Course Curriculum included in the weekly course schedule (WCS) of special education elementary/lower secondary schools (for students with mild intellectual disabilities/autism, physical disabilities, hearing impairments, and visual impairments) that follow the general education curriculum; as well as the Turkish Sign Language Course Curriculum (grades 1, 2, and 3) included in the WCS of Special Education Elementary Schools for Students with Hearing Impairments.

Activity Set for Learning Difficulties

With a view to providing higher-quality education for students with learning difficulties, an “Activity Set for Learning Difficulties” was developed for dyslexia, dysgraphia, and dyscalculia. The set covers student activities, teacher guides, and assessment forms across five domains: phonological awareness, reading fluency, reading comprehension, writing, and mathematics. Consisting of 42 books and more than 5,000 pages, the set was published digitally on October 8, 2025, and made accessible to users.

Differentiated Activity Books

A supplementary set consisting of 12 books has been prepared to address the needs of students receiving education through mainstreaming/inclusive practices at the upper secondary level. Based on the “Differentiation” approach defined by the Century of Türkiye Education Model, the set aims to maximize students’ benefit from courses and support teachers in implementing this approach. In addition to books prepared for nine subjects, namely Biology, Geography, Philosophy, Physics, English, Chemistry, Mathematics, History, and Turkish Language and Literature, three guidebooks for teachers were also produced and made openly accessible on EBA, the Material Platform for the Directorate General of Secondary Education, and the website of the Directorate General for Special Education and Guidance Services.

Project on Developing Special Education Curricula and Materials      

As part of the abovementioned project, material production and distribution activities continued, and a total of 1,050 sets were distributed in 2025.

Preparing Textbooks for Students with Visual Impairments in Braille and Digital Formats

Textbooks used in basic education, upper secondary education, and religious education for students with visual impairments were prepared for Braille printing. Printing and distribution were carried out by the Instructional Tools Production Center of the Directorate General of Support Services. For the first time this year, digital versions (BRF format) of Braille textbooks were uploaded to the Education Informatics Network (EBA), enabling integrated use of printed and digital materials. Students access and download the Braille versions through the supplementary materials section of the textbook interface on EBA. Students with visual impairments can read the entire book in Braille using their own Braille reading devices. The practice is an important step toward strengthening inclusive and accessible education, and plans are underway to expand it with supplementary resources and question banks in the coming period.

Special Education Kids Magazine                                                                                                

To enhance the quality of special education services, cultivate a culture of reading among students, and to raise social awareness about individuals with various disabilities by highlighting the achievements of students with special needs, the Ministry publishes the “Special Education Kids” magazine every six months. Each issue focuses on a different theme and offers rich content, including poems, tales, stories, and essays written by distinguished authors and illustrators of Turkish literature, as well as pages featuring drawings, cartoons, and various activities. Addressed primarily to children, but also to teachers and families, the magazine aims to contribute to the cultural and artistic development of students, with themes ranging from “Excitedly Here: Hello” to “My Turkish: The Flag of My Voice.” In line with the President’s declaration of 2025 as the “Year of the Family,” the 13^th  issue - featuring the theme “my family: the most beautiful country in the world” - was published in the fall-winter issue in 2025. Additionally, audio descriptions for students with visual impairments, and sign language videos for students with hearing impairments were created and uploaded to the EBA platform.

Strengthening Special Education Services in Basic Education Project
            

The project is implemented in cooperation between the Directorate General for Special Education and Guidance Services and UNICEF, with the aim of supporting the academic and social development of students with special education needs, enhancing teachers’ competencies in special education, and contributing to the strengthening of special education policies in Türkiye. The project aims to prepare educational programs and content in basic literacy and basic mathematics for students with special education needs, develop screening tools for these students, and prepare a Special Education Strategy Document.

BÜTEM (Integrative Education Models)

The Ministry has launched the “Integrative Education Modules (BÜTEM)” initiative to enhance the knowledge and skills of classroom and subject teachers providing mandatory inclusive education, and to improve the quality of inclusive education practices in Türkiye for students with diverse special education needs. Within this scope, 13 modules related to inclusive education practices have been developed. These modules include:

• Legal bases
• Diagnosis and assessment process
• Social acceptance and adaptation for students with special education needs within school guidance and counseling services
• Differentiated instruction
• Collaboration
• Hospital-based education
• Home-based education
• Instructional accommodations
• Assessment and evaluation
• Classroom management
• Inclusive/integrative education practices
• Education of students with special education needs
• Individualized Education Program (IEP)

For the content listed above, training packages included animation (including interactive versions), video tutorials, practice videos, and summaries. These packages aim to enable teachers to effectively and efficiently engage with each module and have supporting resources available at the end of the module. Practical video tutorials for the digitization of ÖBA (Teachers Informatics Network) training content were also recorded and made accessible to teachers on the ÖBA platform.

 Distribution of Orbit Reader Braille Display, Book Reader and Note-Taker Devices

200 “Orbit Reader Display, Book Reader and Note-Taker Devices, providing audio access and note-taking capabilities for students with visual impairments, were distributed through collaboration between the Ministry and TURKCELL. Supplementary packages for subjects such as Turkish, Mathematics, and Science were prepared for students with special education needs, and 900 activities were made available.

In collaboration with TRT, the “BİR İZ” special education program was broadcast on TRT EBA TV for students with special education needs, providing them with opportunities to demonstrate their skills through competitions and activities. 

The “İÇDEP” digital education platform was established for students with hearing impairments, offering rich educational content. “EVKİT”, Portable Learning Materials were prepared to support the education of individuals with special needs and were initially distributed to students receiving home-based education. As part of the “Smart Cane Project”, with a view to supporting access to education and social participation for students with visual impairments, plans are underway to distribute a total of 3,200 smart canes, with 625 canes delivered to date. “AI-Enhanced Vocational Interest Inventory” is being developed to determine the career interests of lower secondary and upper secondary students

 “Addiction Research” strengthened coping skills against risk factors through a study on addiction (substance, technology, etc.) among youth aged 14-19. The Project on Strengthening Special Education Services at the Basic Education Level developed an early intervention model for children with developmental disabilities and established an implementation plan. “Digital Content Development Activities” produce digital content aligned with the instructional objectives of science and art centers and make it available to students and teachers on the EBA platform.

873 interactive e-contents have been published on EBA with a view to supporting students attending science and art centers on mental, socio-emotional, physical, and moral levels. The BİLSEM (Science and Art Centers) Education Support Program includes 419 English, 360 classroom activities, and 94 pieces of e-content on information technology and software, all prepared by a team of BİLSEM teachers. As part of the Century of Türkiye Education Model, BİLSEM framework curricula have been prepared for 19 subjects and submitted for approval to the Board of Education and Discipline. As part of the Century of Türkiye Education Model ARGEM (Center for Research, Development, Training and Application) Curricula has been updated with curricula prepared for 14 different subjects. Work is underway to prepare curricula for five additional subjects for ARGEM. Within the TYMM framework, education support room programs for gifted pre-primary children are also being developed.

 As part of the  Project for Strengthening the Infrastructure of BİLSEMs by the Presidency of Strategy and Budget, 658 workshops were built across science and art centers throughout Türkiye between 2021 and 2025. Through institutional partnerships, an additional 118 workshops were initiated. Within the same scope, 440 robotic maker kits and 820 aviation and space kits were delivered to BİLSEM students. In 2025, the first “Marine Technologies Workshop (ROV)” was launched. A total of 109,752 BİLSEM students benefit from these workshops and learning environments. Through institutional partnerships and protocols, approximately 7,000 BİLSEM teachers and students have benefited from trainings, on-the-job observation activities, and laboratory and field visits in thematic domains such as space technologies, aviation, nuclear energy, agricultural applications, the defense industry and technologies, cultural and artistic fields, and intellectual and industrial property rights. To increase the broader impact of scientific and artistic work carried out in BİLSEMs, eight conferences were held on themes such as giftedness, music, science and art, guidance services, and twice-exceptional students. Six children’s conferences were organized where BİLSEM students presented their work. To strengthen the professional competencies of BİLSEM teachers, in-person and online in-service trainings have been planned. Orientation trainings are organized for newly appointed teachers and administrators joining BİLSEMs each year. In this scope, 2,000 teachers and administrators participated in online training during 2024–2025. Plans for regional education summits for BİLSEM teachers are ongoing. At the first summit, held in İzmir in 2025, 361 teachers and administrators received training in thematic workshops.

 In 2023, 48,207 in-service training activities were conducted, with the participation of 6,810,684 teachers. Family Education Book Set, a comprehensive resource consisting of 53 books and 500 videos was developed for families of individuals with special educational needs, providing guidance and support.  Taking individual differences into account, efforts are ongoing for material development and distribution to support the learning processes of students with special educational needs. Within the scope of the “Special Materials for Special Children” project, 2,460 material sets were delivered to special education classrooms, resource rooms, special education preschools, and for the first time this year, hospital classrooms. “The Special Education Children’s Magazine”, issued biannually by the Ministry, significantly contributes to children’s introduction to literature and fosters their imagination. Each issue focuses on a different theme and offers rich content including poems, tales, stories, and essays written by distinguished authors and illustrators of Turkish literature, along with pages featuring drawings, cartoons, and various activities.

 A “Special Education and Guidance Glossary” covering key concepts has been prepared to ensure terminological consistency across the fields of special education and guidance and psychological counseling. Efforts are underway to create a comprehensive guide to raise awareness about the educational needs of individuals with special needs and to inform relevant stakeholders (parents, teachers, school/institution administrators, and other stakeholders). As part of this work, a guidebook to be published in installments has been planned, containing information about and current research on different types of disabilities (e.g., visual impairment, hearing impairment, intellectual disability, autism spectrum disorder, multiple disabilities, Down syndrome, specific learning disability, attention-deficit/hyperactivity disorder, speech and language disorder, physical disability, twice-exceptional students) and individuals with giftedness. This initiative aims to disseminate information on the characteristics and educational needs of individuals requiring special education, as well as innovative approaches to improving their quality of life. Each installment includes information such as the characteristics of the relevant disability type, instructional methods, current international research, and online resources accessible via QR codes.

Strengthening Students’ Well-Being Project

The project is implemented in collaboration with the Directorate General for Special Education and Guidance Services and UNICEF, with the aim of supporting students to navigate school environments and the digital world in a safe, informed, and healthy manner, and to enhance their well-being. The project seeks to develop classroom guidance, psychoeducation, and individual intervention programs for students, as well as supportive programs and manuals for teachers and parents

Development of the Turkish National Intelligence Scale (TUZÖ)
            

 Developed under TÜBİTAK’s Public Institutions Research and Development Projects Support Program (KAMAG), TUZÖ is a sustainable, interactive, and artificial intelligence–based psychological assessment tool designed to measure the cognitive skills and abilities of individuals aged 3 to 22. As the most comprehensive intelligence scale in its class, TUZÖ evaluates intelligence as a multidimensional construct. It has been produced in two formats: a computerized version (BOBUT) and a paper-and-pencil version (KKT). Structured on the basis of the Cattell–Horn–Carroll (CHC) theory, TUZÖ assesses nine cognitive ability domains: numeracy, literacy, comprehension, fluid reasoning, short-term memory, long-term memory, visual processing, auditory processing, and processing speed. Developed with a participant pool far exceeding international standards, TUZÖ has the largest sample size of its kind worldwide. TUZÖ is also the world’s first “Individualized Computer-Based Intelligence Test.” By addressing intelligence as a multidimensional construct, it provides a comprehensive assessment to identify an individual’s unique strengths and weaknesses and supports the planning of educational strategies tailored to developmental needs.

Addiction Risk Maps

 Addiction Risk Maps have been created across Türkiye at the province, school, and classroom levels, identifying students’ addiction-related risk factors and prevalence rates. In line with the studies conducted for the 2024–2025 school year, data were collected from 11,398 schools at the elementary level, 10,172 schools at the lower secondary level, and 6,459 schools at the upper secondary level, with statistical data analyses accounting for data loss. Based on the findings, a needs analysis was conducted, and various preventive and supportive activities were carried out to reduce risk.

Addiction Prevention Psychoeducation Programs for Families and Teachers

Comprehensive addiction prevention psychoeducation programs have been developed for families and teachers under TYMM, with the aim of supporting students’ protection from addictions and strengthening their healthy life skills. The Psychoeducation Program for Families and the Psychoeducation Program for Teachers include content related to technology, gambling, tobacco, alcohol, and substance addictions. These programs aim to raise awareness among families and teachers, help them recognize early warning signs, and support them in mastering healthy intervention strategies. Equally, the programs aim to strengthen students’ physical, cognitive, and social development in the face of rapidly changing living conditions and risks of digitalization, enhance cooperation between the family and the school, and increase the effectiveness of preventive and protective efforts.

Addiction Prevention Psychoeducation Programs Based on the Peer Education Model

Peer-based approaches have been shown to play an important role in preventive interventions in addiction, as students are often able to communicate more effectively with their peers. Therefore, “Addiction Prevention Psychoeducation Programs” using “the Peer Education Model” are being developed for lower secondary and upper secondary students to support their awareness of addictions and encourage the development of healthy behaviors. These programs aim to increase students’ awareness of addictions, help them build healthy life skills, and strengthen their resistance to risky behaviors. They also seek to enable trained students to share the knowledge and skills they’ve acquire with their peers, serving as positive role models, thereby supporting the overall school climate, and expanding protective services.

Bulletin on Empowerment, From Addiction to Well-Being

As part of awareness-raising and informational efforts in addiction prevention, the “Bulletin on Empowerment, From Addiction to Well-Being” has been published. The bulletin includes up-to-date, scientific information regarding the socio-emotional effects of addictions on individuals, their broader societal impacts, and preventive intervention and solution pathways. The aim is to raise awareness among both students and their families about addiction-related risks, support preventive and protective actions, and strengthen public awareness.

Development of Computer-Based National Career Interest Inventories

As part of career guidance services, assessment tools have been developed to identify the career interests of lower secondary and upper secondary students. The aim is to guide students toward different high school pathways following the Career Interest Inventory – Lower Secondary Form; and toward associate degree, bachelor’s degree, and vocational options following the Career Interest Inventory – Upper Secondary Form. These inventories will support students in discovering themselves and their career interests, thereby finding out career options and making informed decisions. The Career Interest Inventories include items measuring interest domains such as Science, Nature/Ecosystem, Social Impact, Culture, Society and Belief Systems, Object-Oriented Domains, Organization, Health, Arts, Sports; Technology and Engineering; Data Science, and Digital Communication. The software of the Career Interest Inventories is already developed,  ready to be applied to secondary and upper secondary students. The inventories will be implemented during the 2025-2026 school year.

Development of Computer-Based National Vocational Skill Inventories

Within the scope of career guidance services, assessment tools have been developed to identify the vocational skills of lower secondary and upper secondary students. The inventories are designed to determine students’ vocational skill profiles in the 53 fields and 114 branches offered in Vocational and Technical Anatolian High Schools. Following the Vocational Skill Inventory – Lower Secondary Form, students will be guided toward relevant fields in upper secondary school; following the administration of the Career Skill Inventory – Upper Secondary Form, students placed in Vocational and Technical Anatolian High Schools will be guided toward career pathways suited to their skills. In the following stages, the inventories are also expected to contribute effectively to employment and investment planning. The software of the Vocational Interest Inventories is already developed, ready to be applied to lower secondary and upper secondary students. The inventories will be implemented during the 2025-2026 school year.

Placement Counseling Process

To support students in making informed and deliberate choices during the major transition of placement into the next level of education, the Ministry of National Education provides comprehensive placement counseling services. Within this scope, during the placement period following the High School Transition System (LGS) exam and the Higher Education Institutions Exam (YKS), Placement Counseling Units are made available in every province and district across Türkiye to ensure the effective delivery of guidance and psychological counseling services to students.

Accordingly, in the 2024-2025 school year, 30,623 LGS and YKS Placement Counseling Units offered services in public education centers, guidance and research centers, vocational training centers, and public schools and institutions affiliated with the Ministry. The school counselors/psychological counselors assigned to these units provided placement counseling services to 469,251 students during the LGS Placement Period between July 14–24. Likewise, during the YKS Placement Period held between August 1-13, 2025, placement counseling services were provided to 100,033 students by the counselors working in these units.

To facilitate parents’ access to accurate and up-to-date information during the placement period, the Directorate General for Special Education and Guidance Services prepared the “Parent’s Guide for the High School Transition System (LGS) Placement” and the “Parent’s Guide for the Higher Education Institutions Examination (YKS) Placement.” These guides provided parents with comprehensive information on how the process works, key points to consider, and how to effectively support their children.

DENEYAP Türkiye Project

Under the DENEYAP Türkiye Program, carried out in cooperation with the Directorate General of Youth Services of the Ministry of Youth and Sports, the Ministry of Industry and Technology, TÜBİTAK, and the Turkish Technology Team Foundation, youth centers contribute to technology-oriented educational activities. The program supports young people’s engagement in hands-on learning processes in areas such as design and production, robotic coding, electronic programming, software technologies, advanced robotics, artificial intelligence, cybersecurity, energy technologies, aviation and space technologies, and mobile application development. In addition, the program strengthens out-of-school learning through trainings for DENEYAP instructors, thematic camp programs for students, project festivals, and motivation activities.

GEN-2030 Digital Competencies and Artificial Intelligence Workshop

Through the GEN-2030 Digital Competencies and Artificial Intelligence Workshop project, the Directorate General of Youth Services of the Ministry of Youth and Sports carries out technology-based learning activities for young people. As part of the project, existing innovation, science, and technology workshops in youth centers are restructured with enhanced artificial intelligence and digital competencies; young people engage with AI applications, algorithmic thinking, digital fabrication, coding, and creative uses of technology. The project also includes AI-based training of trainers programs for youth workers, training of volunteer instructors, workshops, development of virtual workshop environments, and a monitoring mechanism for the projects created. In this regard, GEN-2030 provides young people with a complementary learning environment that enhances digital competencies outside of school.

“I Am Sensitive to My Environment, I Uphold My Values” Project (ÇEDES)

The Sports Directorate General of Youth Services of the Ministry of Youth and contributes to the “I Am Sensitive to My Environment, I Uphold My Values” (ÇEDES) Project, conducted in cooperation with the Ministry of National Education and the Presidency of Religious Affairs, as part of out-of-school learning efforts. In this context, youth centers implement values–based education workshops and carry out activities that support young people’s personal, social, and cultural development. Within this scope, youth centers and youth camps serve as learning environments while materials, media, and instructor support necessary for values club activities are provided; and instructors are supported in guidance, planning, monitoring, and evaluation processes. Activities are carried out on a voluntary basis, outside class hours, and in ways that reinforce out-of-school learning processes.

Schools at the Center

The “Schools at the Center Program”, implemented by the Directorate General of Youth Services of the Ministry of Youth and Sports, is an out-of-school learning initiative designed to bolster interaction between basic education and upper secondary education institutions and youth centers. Within the program, youth workers hold information sessions in schools; students are invited to youth centers to participate in hands-on learning activities such as introductory presentations, workshops, as well as sports and cultural activities. The program aims to encourage young people to engage in volunteerism and social responsibility, to improve access to the educational and developmental opportunities offered by youth centers, and to support students’ engagement in social, cultural, and values-oriented activities.

Science Camps

These camps are organized in cooperation with TÜBİTAK to support the development of young people’s 21^st-century skills, including critical thinking, complex problem solving, entrepreneurship, creative and innovative thinking, teamwork, and effective communication.

Project for Strengthening Teachers’ Well-Being and Capacity on Peer Bullying
            

The “Project for Strengthening Teachers’ Well-Being and Capacity on Peer Bullying” is a joint initiative of the Ministry of National Education and UNICEF. In 2024, the project was titled “Improving the Well-Being of Teachers Working in the Earthquake-Affected Region,” which constituted the first phase of the project, focused on supporting the well-being of teachers working in the provinces affected by the February 6 earthquake in 2023. As part of the project, a field study and needs assessment report and a training of trainers manual were prepared. A total of 659 guidance counselors have participated in the training of trainers program, and local trainings are being delivered through the expertise of these trained teachers. The project also aims to reach all interested teachers through videos made available via the Teachers Informatics Network (ÖBA). Through local trainings and ÖBA, the project seeks to train a total of 19,000 teachers.

As of 2025, the project continues under the title “Project for Strengthening Teachers’ Well-Being and Capacity on Peer Bullying.” Within this scope, training videos for the pre-primary, elementary, lower secondary, and upper secondary levels have been prepared for publication on the ÖBA platform. The training addresses the development of teachers’ stress-management skills, enhancing their psychological resilience, improving self-awareness and self-confidence, increasing awareness of bullying types and effects, developing skills for combating bullying, creating safe and supportive school environments, supporting teachers’ professional development, fostering positive classroom environments, ensuring inclusive learning settings for students with special needs, and supporting students’ well-being. In addition, a “Teachers’ Capacity-Building Guide on Peer Bullying” has been published. A total of 447 guidance counselors have participated in the training of trainers program, and local trainings are delivered by teachers who complete the training program. The project aims to reach 11,000 teachers through local trainings and the ÖBA platform.

Inclusive Education Project for Developing Special Education Skills of Teachers Who Have Students with Special Needs in Their Classrooms 

The “Inclusive Education Project for Developing Special Education Skills of Teachers Who Have Students with Special Needs in Their Classrooms” is jointly implemented by the Ministry of National Education and UNICEF. The project aims to build teachers’ capacity to work effectively with students who have special education needs, students under temporary protection, and other disadvantaged learners. Through the content-development workshop held as part of the project, a “Training of Trainers Guide” and a “Project Handbook” has been issued, followed by the production of teacher-training videos. The project aims to deliver training of trainers programs to approximately 1,000 teachers and reach a total of 30,000 teachers through local and online trainings.

2024

The Preparation of the Century of Türkiye Education Model Curricula

The Century of Türkiye Education Model Curricula is the product of a decade of long-term work, during which many steps were taken to develop skills-based curricula. The first concrete work in this direction was the National Education Quality Framework in 2014. Within this framework, the skills that students should possess were defined. The second concrete step taken for a skills-based education approach was the enactment of the Regulation on the Procedures and Principles for the Implementation of the Turkish Qualifications Framework, which was published in the Official Gazette dated November 19, 2015, and numbered 29537 with the Decree of the Council of Ministers numbered 2015/8213. The 8 key competencies defined within the scope of this framework are included in the curricula.

The first phase of the curriculum development process, based on the Century of Türkiye Education Model and initiated in 2023 through full-time commission work, was the needs analysis. In this context, the problems and needs of the existing curricula were identified, basic questions were asked about how these problems could be solved and how the needs could be met, and data were collected from various sources to create a scientific, needs-based road map.

In 81 provincial directorates of national education, curriculum evaluation commissions were established to evaluate the existing curricula, and the reporting process was carried out. Since 2013, the opinions and suggestions received on curricula and textbooks have been archived by the Ministry and content analysis has been conducted on these opinions and the studies have been reported. Extensive analyses were conducted on countries implementing skill-based curricula. Studies on the skill sets that were decided to be used in the curricula of the Century of Türkiye Education Model were shared with non-governmental organizations and their opinions and suggestions were received.

Current developments related to international organizations such as the OECD and the World Bank were continuously monitored, academic publications were examined, and commissions were formed to report the results. Reports were prepared comparing the 2017 curricula in terms of subjects and learning outcomes with the curricula of several countries. The curricula of countries with above-average success in international exams were examined and reported in terms of curriculum development.

During the preparation process of the skills-based curriculum, student opinions were taken from 81 provinces and 17 thousand students responded to questionnaires. In addition, teacher opinions were taken from 81 provinces and a comprehensive data collection study was carried out on the difficulties faced by teachers in the process, weakness and needs regarding the existing curricula. Since the 2013 curricula were put into practice, all academic studies conducted until today have been analyzed and reported.

Strategic plans, action plans and national and international research reports were utilized in the needs analysis process. As a result of the needs analysis, it was determined that the cognitive load of the current curriculum was heavy for students and this condition constituted the basis for curriculum development studies. In addition, evaluations of international reports and global assessments indicate that sampled countries’ education systems are increasingly adopting a skills-oriented approach that supports holistic development.

The factors that paved the way for the emergence of the Century of Türkiye Education Model are as follows:

• The need to use information effectively and transform it into skills in today’s world where the ways of accessing information are diversifying.
• Changes in the fields of science, technology, economy, art and culture and the understanding that curriculum development should be in line with the requirements of the those changes.
• The need to concretely embed social-emotional learning skills into curricula,
• Making national and spiritual values concrete, comprehensible and visible in curricula in order to raise students who are moral, competent, virtuous and who have the ideal of doing what is good, right, beneficial and beautiful for their nation and humanity,
• Developing systems thinking skills in the learning process through systems literacy and achieving the main goals of literacy skills holistically,
• Creating a valid, reliable and refined content by ensuring the horizontal and vertical consistency of complex and comprehensive information sets with other courses,
• Establishing interdisciplinary relations and moving curricula beyond discipline-oriented knowledge transfer, providing students with a holistic perspective and supporting the realization of permanent learning
• Focusing on experiential learning, contextual learning, inquiry-based learning, cooperative learning, and project-based learning approaches in teaching-learning experiences in the learning process where the student is active and interacts with his/her environment and takes responsibility for learning,
• Preventing learner differences from being lost in the “normal distribution through” “differentiation” activities that are far from competitive and discriminatory approaches and thus ensuring social justice in the learning process,
• Objective and clear determination of students’ level of achievement of learning objectives by emphasizing evidence of learning, process and case-based approaches, and developmental assessment and evaluation approaches,
• Enabling school-based planning that takes into account contextual and environmental characteristics to address students’ interests, needs and expectations, and strengthening teacher autonomy,
• Enabling teachers to assess their own and the curriculum’s strengths and areas for improvement through teacher reflection.

The Century of Türkiye Education Model Curricula prepared in line with the above-mentioned objectives were approved by the Board of Education with the board decision dated 23/05/2024 and numbered 20. In the 2024-2025 academic year, the Century of Türkiye Education Model will be implemented in kindergarten, 1st and 5th grades. In the upcoming academic years, a gradual transition has been implemented.

Updating of Curricula Based on the Century of Türkiye Education Model

The Century of Türkiye Education Model is a holistic model consisting of the basic approach of curricula, student profile, Virtue-Value-Action Framework, and skills framework components. The human being at the center of the Century of Türkiye Education Model is handled holistically in terms of mental, emotional, physical, social and spiritual development. Accordingly, a rights and development-based learning process has been structured in which flexible and free learning environments are made widespread according to the interests and abilities of individuals by enabling people to know and discover themselves.

Education is seen as a fundamental right to which everyone is guaranteed lifelong access in this educational model. For this reason, all policies and practices are put into practice to ensure the exercise of the right to education and equal opportunity. Based on this perspective, the Century of Türkiye Education Model designs a learning process in which students are not disadvantaged due to their beliefs, identities or socioeconomic status, and aims to strengthen a fair education process for all by taking into account these differences and taking measures to eliminate possible disadvantages.

With TYMM, it is aimed to ensure the cognitive, social, emotional, physical and moral development of the individual with a holistic understanding. In this context, curricula have been prepared that synthesize knowledge and skills, concretize abstract mental processes, ensure that national, spiritual and universal values permeate the curricula, enable students to be active and interact with their environment, and allow for objective and open measurement and evaluation.

The ultimate goal of the TYMM is to raise competent and virtuous people. In this education model student profile, where competence and virtue are at the center, students’ knowledge, skills, tendencies and values are taken into consideration. In the TYMM , interdisciplinary relations are also included, aiming to ensure that students develop in multiple ways and have knowledge and skills in different fields. With interdisciplinary relations, curricula have moved beyond discipline-oriented knowledge transfer, enabling students to gain a holistic perspective and realize permanent learning. In the new curricula, skills are modeled as a part of the learning process with their interrelationships and meaning features. With the associations between skills, the skill development process has been given a dynamic structure, thus contributing to an increase in the quality of the process.

Through school-based planning, contextual and environmental features have been taken into account for the first time and these qualities have been ensured to be included in the new curricula. School-based planning, which refers to the time allocated for activities such as research and observation, social activities, project work, local studies, reading activities to be carried out by the committee of teachers within the scope of the course, has given teachers the opportunity to adapt the curriculum.

In the new curricula, a process and condition-based measurement and evaluation approach has been adopted and this approach has been included in a way that enables its implementation. By basing assessment and evaluation practices on a process-based approach, it is aimed to monitor student progress and improve teaching methods, and the assessment and evaluation process is given an important role in achieving learning outcomes. One of the most important innovations introduced with the TYMM is the differentiation section. With differentiation practices, student differences are prevented from being ignored and it is aimed to create activities that provide social justice away from a divisive and competitive mentality.

With the extra-curricular activities provided by TYMM, it is aimed to support mental, social-emotional, physical, and moral development; to enable the implementation of acquired skills in real life, to enrich academic studies carried out in schools, to use time effectively, and to increase aesthetic sensitivity. For this purpose, a social responsibility program and lifelong learning were added to the curricula. It was aimed to reduce the density of the curriculum, which emerged as an important expectation as a result of the needs analysis; content that does not serve any purpose other than being a cognitive burden for students, does not serve meaningful learning, and does not contribute to the development of life skills was removed from the curricula and content simplification was made by an average of 35%. 

Development of Curricula and Textbooks Based on the Century of Türkiye Education Model

Today, rapid changes and transformations in social, cultural, economic and technological fields require differentiation of the knowledge and skills that people should have, differentiation of dispositions, and natural acquisition of values. In order for people to make sense of and use mental activities in this process of change, change and transformation must be defined as a whole. Accordingly, as a reflection of these transformations, it is aimed to implement various innovative policies and practices through curricula in order to equip students with the knowledge and skills required by the age. In this context, TYMM addresses the knowledge clusters of the field with a holistic approach on the basis of a skill pattern to address all behavioral patterns of the individual. Within the scope of the model, higher-order thinking skills, conceptual skills, social emotional learning skills, subject specific skills, literacy skills, and dispositions that have a triggering function in the activation of these skills are defined.

The curricula developed in this context were prepared in a spiral structure from pre-primary to the end of secondary education, taking into account all of the components defined in the model. Although skills were also included in the previous curricula, the renewed curricula provided guidance on how and at which stage of the process skills should be taught. In the curricula prepared within the scope of TYMM, the knowledge clusters of the field were structured on the basis of a skill pattern in each learning outcome, and concrete experiences were included in learning-teaching practices on how to teach these skills to students. In addition, the virtue-value-action framework, which is one of the basic components of the model based on the integrity of body and soul, was reflected in the programs. Thus, values are not taught in isolation from other elements of the curriculum, skills and content, but naturally within the flow of the curriculum. Similarly, as a requirement of a holistic academic approach, curricula are designed on the basis of transdisciplinary and transdisciplinary approaches in addition to their interdisciplinary nature in order to enrich teaching processes on the basis of the skill pattern.

Within the scope of the TYMM, the Directorate General of Upper Secondary submitted the TYMM Common Text and the curricula of 9 subjects, the Directorate General of Basic Education submitted the curricula of 10 subjects, and the Directorate General of Religious Education submitted the curricula of 7 subjects to public opinion and suggestions on 26 April 2024. The opinions and suggestions were evaluated and reflected in the curricula as required by the principles of transparency, scientificity and participation. The curricula of 26 courses related to the new curriculum were discussed on the agenda of the Board of Education on May 16-22, 2024 and approved according to the Board Decision No. 20 dated 23/05/2024 The new curricula began to be gradually implemented starting from the 2024–2025 academic year, initially covering 1st, 5th, and 9th grades.

In addition to the conceptual skills and field skills in the curriculum, social emotional skills, literacy skills and the Virtue-Value-Action model are included in our textbooks. In the textbooks, it is aimed to teach these skills and values to students through individual and group work methods, educational games and in-class and extracurricular activities. In this way, while raising moral and virtuous individuals, it is aimed to raise generations who can think critically, question, research, have responsibility and ideals.

The activities in our textbooks direct students to cooperative learning rather than individual work. In the textbooks, activities, animations, simulations and applications supported by digital history, augmented reality and artificial intelligence are included in the QR codes. In this way, it is aimed that our students learn without the need for any auxiliary resources.

In the textbooks, the accurate and effective use of Turkish language is emphasized in order to improve students’ vocabulary. In the textbooks, constructive (formative) assessment and evaluation practices are used to monitor students’ learning levels in the process rather than an approach that focuses only on the results. In addition, process- and case-based assessment and evaluation approaches are included, aiming to make the assessment and evaluation processes more objective and explicit with concrete and observable learning evidence. Forms designed in accordance with this assessment and evaluation approach were included in the textbooks. These forms contributed to the development of students’ self-regulation skills.

Harezmî Education Model

Harezmî Education Model is an innovative education model that reflects Türkiye’s educational vision and aims to raise students as competent and virtuous individuals by equipping them with the skills of the 21st century. With its interdisciplinary approach, student-centeredness and problem-based learning methodology, it develops students’ active participation, higher-order thinking skills and the ability to generate solutions to real-world problems. Thanks to its strong relationship with the Century of Türkiye Education Model, it plays an important role in achieving the country’s educational goals. With its emphasis on international collaborations, the Harezmî Education Model is ready to contribute to the pursuit of continuous improvement and innovation in education worldwide. The Harezmî Education Model is an interdisciplinary, student-centered and problem-based educational approach developed in Türkiye. The model encourages students to identify real-life problems in a data-driven manner and generate innovative solutions to these problems, while allowing teachers to plan the process with an interdisciplinary approach. Named after the famous scientist Harezmi, this model aims to adapt computational thinking skills to life and to use programming and teaching tools effectively. The Harezmi Education Model stands out as an important model that supports the goals of the Century of Türkiye Education Model and facilitates the transition from knowledge-based education to skills-based education.

Key Elements and Principles of the Model

Various principles and elements underlie the Harezmî Education Model:

Interdisciplinary Approach: The model integrates computer science with science and mathematics, social sciences, language sciences, art, design and sport sciences. It adopts a collaborative learning environment where different disciplines are equally involved.

Real Life Problems: Students identify real-life problems they encounter in their environment and seek solutions to these problems. This approach makes learning more meaningful and motivating.

Student Centered Approach: The model puts the learner at the center and encourages the teacher to play a solution-oriented and designer role. It focuses on students’ interests, skills and learning needs. Students actively participate in shaping the curriculum with their teachers.

Computational Thinking: The model supports students to develop algorithmic thinking skills and apply these skills to different domains.

Collaborative Work: Students and teachers experience processes of thinking together, designing together and learning together. Peer collaboration learning environments are encouraged.

Technology Integration: The model encourages the correct and effective use of technological tools by teachers and students. Students are supported to produce using technology.

Continuous Development and R&D: The Harezmi Education Model has a structure that is constantly evaluated and updated. The data and experiences obtained from the implementations are used in the development of the model. R&D processes are carried out at school, district, province and ministry levels.

Young R&D

As MoNE, with the desire to create the Century of Türkiye and in line with the virtue, value and action model pointed out by TYMM, we continue our efforts with increasing momentum to ensure that every individual in our country is raised from an early age to be environmentally sensitive, to have a national and spiritual culture and in a way that is equipped to lead their times.

In order to ensure a balanced and healthy development of our students in physical, mental, moral and emotional areas according to their interests and abilities, and to raise entrepreneurial individuals who have the ability to think freely and scientifically, policy number 746 in the Twelfth Development Plan (2024-2028) is stated with the target “Participation of young people in science, art, culture and sports activities that support their physical, social and reasoning development and their innovative and entrepreneurial qualities will be encouraged.” In line with this policy, measure 746.2 is stated as “Programs will be developed to help young people acquire the necessary skills to adapt to the effects of green and digital transformation and the needs of the future and to support their productivity.” Based on this policy and measure, the Annual Program of the Presidency of the Republic for the Year 2025 includes the statement “Youth R&D activities will be organized by the R&D units of provincial directorates of national education.”

With the “Young R&D” activities implemented by the R&D units of provincial directorates of national education under the coordination of the MoNE Strategy Development Directorate, it is aimed to discover the talents and capacities of all our students, especially those in disadvantaged groups, at an early age and direct them to studies where they can develop their skills in scientific, technological and vocational fields. To this end, “Young R&D” activities are carried out in 81 provinces of Türkiye under the title of “Young R&D”, which increase participation, entrepreneurship and social awareness, from science, technology, engineering, art and mathematics-oriented studies to production-oriented workshops and project competitions that support skill development.

A website has been established by the Directorate of Strategy Development in order to make these activities on different themes visible and to disseminate good practices, and it is planned to share this website with the public by April 2025. In addition, in order to prevent duplication by ensuring the follow-up of the work carried out within the scope of “Youth R&D” activities and to provide the necessary feedback to the work, a “Youth R&D Activities Monitoring and Evaluation Table” will be prepared by the R&D units of the provincial national education directorates in 6-month periods.

MEBİ Individual Learning Platform

MEBİ is an innovative digital individual learning platform developed by the Ministry that personalizes learning by taking into account students’ knowledge, experiences and abilities. Providing materials tailored to students’ needs and learning styles, MEBİ enables students to take an active role in the learning process and provides access to content tailored to individual needs. MEBİ allows students to reinforce subjects and make what they learn permanent.

MEBİ is equipped with an individual learning algorithm developed to make students’ learning processes more effective and efficient. This algorithm follows each student’s learning journey, identifies individual learning gaps and provides guidance according to their personal needs. MEBİ is designed for students studying at the upper secondary education level to support students in reinforcing their school lessons and YKS (Higher Education Institutions Examination) preparation process and to ensure equal opportunity in education.

ÖğretmenİZ Digital Platform

Launched by the Ministry on (National Teacher Day), 2023, ÖğretmenİZ is a digital platform where our teachers’ artistic and cultural works, projects that make a difference at national and international level, and examples of good practices are published. On this platform, the experiences, cultural and social accumulations of our teachers in their fields of expertise are included. In this way, while providing inspiring content for new teachers, the importance and value of the teaching profession in society is also supported.

ÖğretmenİZ platform publishes ÖğretmenİZ magazine, which is published quarterly and whose content consists entirely of the works and literary works of our teachers. With ÖğretmenİZ magazine, which includes literary works, artistic and project works and current educational news from our country and the world, it is aimed to serve as a bridge where our teachers can share their experiences and inspire each other by bringing together their works in different fields. Since 2023, 5 issues and a special issue for Museums Week have been published, featuring the work of 130 teachers.

There is a ÖğretmenİZ video channel broadcasting in 18 categories on the platform. Through the channel, teachers working in schools and institutions affiliated to our Ministry all over our country have the opportunity to share their qualified works, projects that stand out in our country and in the world, their experiences and new perspectives on education with large masses in their own voices. In this way, it is aimed to inspire all our teachers, especially those who are new to the profession, and to contribute to the spread of exemplary success stories and good examples. Since 2023, 310 teachers’ video content has been published on the channel.

Dynamic Course Language (Technology-Focused Learning Scenarios)

Dynamic Lesson Language aims to support the effective use of technology in learning environments and provide interactive lesson flows by improving teachers’ digital skills. For this purpose, innovative and original scenarios are developed in line with the curricula at primary and secondary school level. In this way, more effective and efficient use of interactive boards supporting the Fatih Project will be ensured. The project, which started in September 2023, covers a 2-year period and carries out studies for teachers in different branches.

Within the scope of the project, teams have been formed for Turkish, science, social sciences, social studies, mathematics, classroom and English branches. The studies are examined in the fields of curriculum, measurement and evaluation, field, guidance and informatics, and improvements and developments are made. In order to evaluate the applicability of the developed scenarios, piloting studies were carried out, reported in the light of the data obtained and necessary arrangements were made. In order to increase the efficiency of the studies, a “Scenario Development” workshop was held with the team in May 2024.

In order for the project outputs to reach teachers, “Innovative Approaches and Technology Usage Trainer Training” was organized for 6 different branches and 319 teachers in different branches were identified as innovative approaches and technology usage trainers. It is aimed for teachers to create active learning environments in their classrooms by providing trainings locally. Course content is being prepared to be offered on EBA platform so that teachers can prepare scenarios, learn about innovative approaches and adapt the use of technology to their lessons. “Teacher’s Handbook on Technology-Focused Learning Scenarios for Innovative Approaches” has been prepared to be a resource for teachers when implementing the scenarios in their classrooms. Work on the EBA platform has started for the presentation of the developed scenarios and the materials that teachers will need.

School and Teacher Network

eTwinning is a secure, web-based social network of schools where teachers from all over Europe involve their students, share experiences and knowledge, and develop pedagogically sound projects together. With 46 countries participating in the project, the aim of this network is to improve teachers’ and students’ communication skills in European languages, especially English, by improving their use of ICT, encouraging them to integrate technology into their curriculum and use innovative teaching methods and techniques. In order to increase teachers’ engagement with the project, 19 online trainings were organized, with more than 10,000 teachers participating in total.

Scientix Project

The Scientix project, which includes Türkiye and whose aim is to ensure that all of Europe is aware of projects related to science, mathematics, engineering and technology (STEM) education to solve real life problems, has 567 Scientix ambassadors in total to facilitate the dissemination and sharing of the learning materials and tools produced. Workshops, face-to-face / distance trainings were organized in order to share experiences on the Scientix project and dissemination of STEM education.

Innovative Classrooms

The strategy of “Innovative classrooms will be established in schools” has been determined in order to realize the objective of “Developing an effective and accountable institutional structure that will increase access to education and quality in education with qualified personnel and strong physical and technological infrastructure in line with the vision of the Century of Türkiye” in the Strategic Plan 2024-2028 of our Ministry. In line with this goal, as of the 2023-2024 academic year, MoNE has initiated the transformation of computer technology (IT) laboratories and the establishment of innovative classrooms in 81 provinces to transform 500 classrooms into innovative learning environments that can be used for active learning by all branch teachers at the middle and high school level. Within the scope of the work, learning environments that will improve the high-level skills of our students and support the active learning approach are established in order to ensure the implementation of innovative policies to ensure access to quality education for all our teachers and students, to strengthen the innovative approach of the FATIH Project, to ensure the use of up-to-date technologies in education, and to carry out national and international activities focusing on innovation in education. So far, school identification, space design, IT infrastructure and technology equipment and hardware identification studies have been carried out for 500 Innovative Classrooms. Accordingly, innovative classrooms will include 12 laptops, 8 desktop computers, robotic kits, 3D printers, mind and intelligence games.

EU Code Week Project

EU Code Week is a grassroots movement promoting creativity, problem solving and collaboration through programming and other technological activities. The aim is to make programming more visible, to show how individuals can bring their ideas to life through coding and to encourage people to learn by promoting these skills. Activities are organized for students, teachers and individuals of all ages to develop programming skills. Code Week, organized every year in October, is one of the most widely participated social events to develop digital skills. Teachers can organize activities on 18 different topics such as robotics, artificial intelligence, 3D printing, game design, etc.

Education Technologies Incubation and Innovation Center (ETKİM)

In 2023, MoNE opened the Education Technologies Incubation and Innovation Center (ETKİM) at METU Teknokent. With the activities to be carried out within the scope of the digital education and innovation ecosystem at ETKİM, where intensive activities are carried out to recognize, promote, guide and strengthen the education technologies sector, MoNE continues to support the implementation of digital education strategies for schools, providing examples of technology-supported good practices and capacity building activities by developing a strong cooperation model for the active use of educational technologies.

Eliminating Learning Losses and Strengthening Teaching in Basic Education Project

The main objective of this project is to identify learning gaps at the basic education level, address learning gaps and strengthen teaching. It is carried out in 20 provinces selected from 7 regions that can be sampled across the country. The project provinces were selected from among earthquake-affected regions, disaster-prone areas, provinces with high migration rates, and those where learning loss is likely even disasters. In the previous two phases, pilot implementation was carried out with provinces selected from earthquake regions and provinces with high migration from earthquake regions, and the implementation outputs showed that the study was successful. In the third and fourth phases, the scope of the project was expanded and the number of provinces was increased to 20, thus taking a step towards the dissemination of the project outputs. The pilot provinces were selected among the provinces with high and low migration rates to represent the sample of Türkiye. Thus, a sample group was formed in which learning losses would occur due to different reasons besides the earthquake factor.

Within the scope of the third and fourth phases of the project, identification, intervention, prevention and empowerment activities will be carried out in life sciences, mathematics, Turkish, science and social sciences courses for primary and upper secondary school students. In the first two phases, the implementation results in Turkish and mathematics courses were reported as successful. With the 2024-2025 academic year, life science, science and social studies courses were added to these courses, and evaluation batteries and intervention programs were prepared for the first and second academic year at the level of basic courses. The documents to be prepared in the third and fourth phases will be prepared within the scope of the Türkiye Education Model. In addition, the second semester educational materials of Turkish and Mathematics courses prepared in the first and second phases will be updated and revised within the scope of the Century of Türkiye Education Model. In order to ensure the visibility of the project in the society, it is planned to implement an effective communication strategy for students, teachers and families. It is expected that the project results will affect students, teachers, school administrators and parents at primary and secondary school level. The number of students and teachers targeted to be reached during the project is estimated to be 80 thousand and 6000 respectively.

Identification, Development and Monitoring of Students’ Vocabulary Knowledge Project

Identification, Development and Monitoring of Students’ Vocabulary Knowledge is a project that will be carried out within the scope of the Century of Türkiye Education Model. This project, which is prepared within the scope of developing Turkish language skills, aims to expand students’ vocabulary and enrich the vocabulary contained in textbooks. The project will continue for 3 years, 2024-2026, and 18 work packages have been created within the scope of the project. The target audience is pre-primary, primary and upper secondary school students and in this context; it is aimed to identify and improve students’ vocabulary knowledge, improve students’ concept knowledge, identify and enrich the vocabulary in textbooks, strengthen students’ commitment to national, spiritual and cultural values by supporting students’ Turkish language development and to carry out studies to create a reading culture.

National Culture and Values Education Project

The National Culture and Values Education Research and Development Center is a center established within the Ministry in order to contribute to raising students as sensitive, conscious and responsible individuals who have national, spiritual, humanitarian, moral and cultural values. The working period of this center is foreseen as 4 years and national culture and values education studies will be carried out for monitoring, research, awareness raising and competence development for all employees of our ministry, especially students, teachers and school administrators, and parents. The center to be established will carry out educational and developmental activities to increase social sensitivity through national culture and values education and to raise students as responsible and good human beings. It will carry out its activities to follow national and international studies related to these activities and to establish cooperation with institutions and organizations working in the field of National Culture and Values.

A conference will be organized to present good examples of successful projects and collaborations in the context of national culture and values education. In this conference, out-of-school support activities for children’s cultural, sportive, artistic activities, reading habits and all other similar out-of-school support activities carried out by governorships or municipalities in cooperation with the Ministry of National Education will be determined under various headings in each province. Good examples will be selected among these outof-school activities and exhibited at the conference.

Water Efficiency Mobilization

Within the scope of the “Water Efficiency Mobilization” initiated under the coordination of the Ministry of Agriculture and Forestry in order to combat the effects of climate change, increase adaptation and resilience and ensure sustainable water management with the principle of water efficiency, efforts are being carried out for the efficient use of water in sectors with high water consumption, especially in urban, agricultural and industrial uses.

In order to protect our country’s water resources and transfer them to future generations, it is of great importance to raise water awareness from an early age. Accordingly, within the scope of the “Water Efficiency Campaign”, “Water Efficiency” themed materials and training guides were prepared for pre-primary, middle and high school students in cooperation with the Ministry of Agriculture and Forestry in order to disseminate water efficiency practices and raise social awareness. The educational materials aim to help children and young people understand the value of water, acquire water saving habits and grow up as environmentally conscious individuals.

Training programs for trainers are planned, while teacher and student trainings are implemented using these supporting materials. In addition, peer to peer trainings have been planned and peer education is also implemented in water efficiency trainings. This contributes to the development of cooperation, empathy, problem solving and communication skills among students.

Ramadan Talks

With the “Let’s Talk in Iftar” project, which was carried out during the month of Ramadan and is planned to be carried out in other years too, it is aimed to transfer our national and spiritual values, which are our rich cultural heritage, as well as universal values to generations within the framework of the Century of Türkiye Education Model “Virtue-Value-Action”, and to make young people conscious individuals with high individual and social awareness who can integrate academic knowledge with spiritual values.

Interactive conversations were held with the “Let’s Talk at Iftar” program, where high school students, Minister Yusuf TEKİN and expert guests came together and shared their knowledge and experiences in a pleasant chat environment before and during iftar. These conversations enabled our young people to establish the connection between our social values and global values; to increase their awareness of values such as responsibility, justice, solidarity, tolerance, environmental awareness, proper use of technology, volunteerism and sustainability, and to gain different perspectives.

Child Rights and Education in Disasters and Emergencies Project

The earthquakes of February 6, 2023 caused serious loss of rights, particularly affecting children. Therefore, it is important to develop a child rights-based approach in disaster conditions. In order to protect children before, during and after disasters, the knowledge and awareness of MoNE staff on children’s rights needs to be increased. This approach provides a comprehensive framework to ensure that children’s rights are protected at all stages of disaster management. The project aims to protect children’s rights in disaster conditions in Türkiye in line with the International Conventions on the Rights of the Child. In the project, which will be implemented in partnership with MoNE-UNICEF in 2024, trainings for target groups such as teachers, school administrators and MoNE staff and training sets based on children’s rights will be prepared. In addition, disaster and emergency action plans will be analyzed on the basis of children’s rights and relevant reports will be prepared.

Having Fun in Healthy School Gardens (SOBE) Project

With the SOBE project, it is planned to organize school gardens in order to provide an environment for students to live active lives in their daily routines, to support their cognitive, physical, social and emotional development through play and thus contribute to the healthy growth of our children, the architects of our future. It is important to improve children’s cognitive, physical, social and emotional well-being and social aspects, and to enable students to make better use of their time by playing in harmony with their friends in a natural environment and at school. For this purpose, parks with traditional game drawings and tartan tracks were built in 655 schools. In 2025, it is aimed to expand the project.

Time to Move Forward with Consciousness (WE) Project

The “Time to Move Forward with Awareness” (WE) Project was implemented in cooperation with the Ministry of Family and Social Services. The project aims to support the adjustment of first-grade students and their families to school. In this context; it is aimed to develop students’ sense of belonging to the school, to leave permanent and meaningful traces at the beginning of the educational journey, to emphasize the importance of families in the educational process and to strengthen school-family cooperation. Within the framework of the project activities, cinema, interviews, cortege and theater performances were organized for students and parents.

Together We Paint Goodness (ONE) Project

The project aims to increase the social responsibility awareness of students, teachers and parents and to encourage them to participate in volunteering activities, while increasing social responsibility awareness, supporting personal development, contributing to society, raising awareness, encouraging participation, and achieving sustainability and long-term impact.

The activity program for the volunteering themes of “Environmental Volunteers, First Aid Ambassadors, Young MEB AKUB” in the “Together We Paint Goodness” project was held on June 5, 2024, the “World Environment Day”, with the participation of students, teachers, Ministry staff, relevant institutions, organizations and NGOs. Within the scope of the project, seminars, conferences, digital content and familyschool cooperation activities on volunteering were prepared.

Pre to Post Disaster Education Project

This project aims to create disaster and emergency awareness, improve preparedness measures for disasters and emergencies, improve response services in disasters and emergencies, and improve recovery efforts after disasters and emergencies. Within the framework of cooperation with UNICEF, phase 1 was launched in September 2023 and phase 2 was launched in April 2024. Phase 3 will be launched in April 2025. Each phase of the project is implemented for 3 months.

Phase 1 and 2 of the project;

• MoNE Disaster and Emergency Management Action Plan put into effect (2023-2030)
• Disaster and Emergency Management Guide was prepared.
• 5 disaster themed story books were prepared, 3000 copies were printed and distributed to provinces
• 4 animations, 7 posters, 10 interactive contents, 10 interactive content and 10 board games were prepared and sent to the provinces in 3 copies each (243 boxes-2430 board games).
• 243 ballot box Awareness training presentation contents for 4 education levels have been prepared.
• 83 Leadership training was provided to the leader of the Ministry of National Education Search and Rescue Unit (MoNE SARU).
• 83 MEB AKUB members were trained as Search and Rescue Trainers
• The number of 2490 members was increased to 10,000 members by providing search and rescue trainings during the earthquake.
• 255 teachers were provided with ‘Disaster Education Trainer Training with Stories and Games’.
• Trainer teachers provided “Disaster Training with Stories and Games” to 4,798 teachers in 81 provinces (965 of which were in the earthquake zone).
• Disaster preparedness training was provided to 264,694 students (26,400 from the earthquake zone, 3,555 disabled, 314 foreign nationals) by trainers in all provinces.
• First Aid themed; 25 videos, 15 poster scenarios, 200 photos, 5 interactive content scenarios were prepared.
• 82 Ministry of National Education First Aid Training Center (MEB İYEM) Responsible Managers were trained as “First Aid Ambassadors”, who in turn trained 810 First Aid Ambassadors. Through these ambassadors, more than 25,000 students were reached and first aid awareness was raised.
• In 10 pilot schools, wall coverings with ‘First Aid’ content were made and indirectly 8-10 thousand students were reached to raise awareness on first aid.
• The mebakub.meb.gov.tr website and its contents were indirectly made available to all students and teachers and project outputs were disseminated.
• The project outputs were disseminated by making the first aid website https://ilkyardim.meb.gov.tr/ and the contents indirectly available to all students and teachers.

Turkish Language Test in Four Skills

The Turkish Language Test in Four Skills, which was first conducted in 2022, became a national monitoring research with the “Ministry of National Education Measurement and Evaluation Regulation” prepared by MoNE and published in the Official Gazette No. 32304 on September 9, 2023. With this exam, which is carried out in two-year cycles, it is planned to systematically determine students’ proficiency in language skills, and thus to develop effective policy recommendations in this field with findings for Turkish and Turkish language and literature curricula, teacher competencies and course materials.

The examination held in 2024 was conducted between April 24 and May 10, 2024 with the participation of 653 schools and 10,665 students from 40 provinces. Administrator, teacher and student questionnaires were administered after the test in order to determine the factors affecting students’ acquisition of language skills. The report preparation process of the 2024 implementation is currently underway.

The following activities are planned for the Turkish Language Test in Four Skills:

• As a result of curriculum change, competencies in line with the new learning outcomes will be determined.
• Questions in the system will be reviewed based on the updated competencies.
• New questions will be written and the question pool will be developed.
• 2026 implementation will be piloted.
• Scoring studies will be carried out for the implementation results.
• The number of headsets used in speaking and listening/watching sessions will be increased.

Smart Education Map

The “Smart Education Map” project was realized in order to introduce our rich educational history to the public, especially to our youth, in a manner that honors the 100th anniversary of our Republic, and to showcasing the activities carried out in the field of education and educational technologies over the past century. In the Smart Education Map, all kinds of activities carried out by MoNE from 1950 to the present day have been tried to be transferred to the map together with their dates and locations. Our smart map, which reflects the adventure of educational technologies, will be constantly updated and kept alive.

MoNE -KIT

MoNE-KIT is an education kit designed to guide students on their coding adventure and to meet their needs. Appealing to students of all levels, this kit is equipped with tools and resources that guide students step by step. It facilitates the transformation of ideas into reality while also supporting the resolution of potential challenges encountered during the project development process.

EBA VR

VRLab Academy is a leading educational platform that offers immersive and interactive learning experiences with virtual reality technology. VRLab Academy offers a wide range of virtual laboratory experiments from science, physics, chemistry and biology to nuclear physics and medical biochemistry. It enables meaningful and lasting learning through immersive and interactive learning experiences based on real scientific methodologies and formulas in accordance with the pedagogical approach, in line with national and international curricula. It aims to make learning more effective and fun by developing innovative approaches supported by gamification and artificial intelligence tools.

EBA Academy

It is an innovative learning platform that offers free online trainings (coding, robotics, artificial intelligence, financial literacy, entrepreneurship, etc.) for students. The aim is to provide students with personalized education opportunities and enable them to gain knowledge and skills in line with today’s requirements for different branches. In addition, the platform makes the learning process more flexible and accessible by enabling students to access trainings from anywhere at any time with the interactive content it offers.

YoungTec

Under the coordination of the Ministry of National Education, GençTek is a Young Informatics Ecosystem based on the peer learning model, where students and mentor teachers who want to work in the field of information technologies, who are conducting studies or who want to increase the impact of their existing studies are supported, and communication and cooperation with each other and stakeholders are ensured.

e-Müfredat

It is an innovative platform that supports digital transformation in education and provides teachers and administrators with access to up-to-date information about the curriculum. It is an application where curriculum programs are recorded electronically, the approval process of the programs is operated, and learning outcomes can be served to different platforms. By supporting the use of technology for educators, curriculum-compliant lesson planning is facilitated and quality standards in education are increased.

Teacher Education Digital Ecosystem Project

The Digital Ecosystem for Teacher Training Project, supported under the European Union Instrument for Pre-Accession Assistance 2021-2027 (IPA-III), started to be implemented on February 1, 2023 and will last for 36 months. The project, of which the Ministry of National Education is the beneficiary, is implemented by UNICEF. The project aims to develop national institutional capacity to ensure quality digital education, teaching and learning (including resilience to shocks) by building the capacity of teachers to meet the needs of the labor market and maximize learning using digital technology for all students, including children with disabilities, children with different learning needs and refugee children. The target groups of the project are teachers, school administrators, students and parents. The project aims to strengthen the digital education ecosystem for the professional development of teachers and increase the capacity of teachers to support teaching and learning with digitalization.

Safe Schooling and Distance Education

The Safe Schooling and Distance Education Project is an initiative in the field of educational technologies for all students and teachers at K12 level. The project aims to improve the quality and sustainability of education through investments in educational technologies. Significant outputs were achieved, such as increasing the user capacity of EBA, installing 51,750 interactive whiteboards and procuring 35,000 whiteboards. In addition, the establishment of digital skills and innovative classrooms and the addition of new generation content to EBA strengthened the education technologies ecosystem.

By the end of 2024, the targeted processes were completed and the capacity of the EBA platform was increased, ensuring uninterrupted education. The education infrastructure in the earthquake zone was supported and investments were made in digital and innovative classrooms and skill-based learning processes. In addition, digital content suitable for the new curriculum was developed and the education technologies ecosystem was strengthened. As a part of the project, ongoing efforts are being made to develop digital content and establish innovative learning environment to support the Century of Türkiye Education Model continue.

eTwinning

eTwinning Project has completed the evaluation of school and teacher projects through online and face-to-face trainings in 2024-2025 and this process will continue in 2025. Thanks to eTwinning, teachers’ language skills and intercultural communication competencies have increased and some projects have been included in the ERASMUS+ program. Türkiye has achieved success at national and European level, winning special awards among 46 European countries. Within the scope of the project, coordinators, evaluators and content developers are working in 81 provinces and online and face-to-face trainings are organized for teachers. In the future, the aim is for Türkiye to maintain its first place among 46 countries and for teachers to carry out more qualified projects. In this context, it is aimed to continue trainings and strengthen the existing project network. While the Ministry plays a supportive role for the effective use of eTwinning teaching processes, it is recommended to strengthen the support provided to teachers at the local level.

Multiple Foreign Language Education Model

The Multiple Foreign Language Education Model aims to ensure that our students develop a positive attitude towards learning a new language by making their exposure to the target language effective and efficient, and to use the language effectively by making the four basic language skills permanent in line with the Common European Framework of Reference for Languages (CEFR). In order to increase the proficiency and competence of our students in the field of foreign languages, in the 2023-2024 academic year, the Ministry started the pilot implementation of the Multiple Foreign Language Education Model in 32 schools in 26 provinces. As a result of the monitoring and evaluation studies carried out during the process, positive feedback was received from the field. In the 2024-2025 academic year, the Multiple Foreign Language Education Model will be implemented in 299 schools in 81 provinces, including the 5th and 6th grades of the 32 pilot schools and the 5th grades of the 267 schools newly included in the implementation. The Multiple Foreign Language Education Model is included in the MoNE Strategic Plan 2024-2028 and is gradually implemented in grades 6, 7 and 8, starting with grade 5 in secondary school.

Improvement of Foreign Language Education (FLEE) Project

The Project for the Development of Foreign Language Education (YADEG) is a multifaceted project that aims to bring foreign language education in Türkiye in line with international standards. Accepted in 2021, the project has conducted various scientific studies on foreign language education and Turkish language teaching, and organized two important conferences. In addition, academic approaches to teaching Turkish have been developed and steps have been taken to preserve and develop the Turkish language.

The project is carried out through a series of activities aimed at improving the quality of education. The translation of the Common European Framework of Reference into Turkish and the preparation of training kits for the professional development of English teachers are important steps. In addition, trainings for teachers were disseminated through a waterfall model, reaching thousands of teachers between 2021 and 2024. More trainings are planned for 2025.

Improving the Quality of Foreign Language Education in Türkiye Project

The IPA III Project Enhancing Foreign Language Education Quality in Türkiye was prepared in cooperation with the Council of Europe to improve the quality of foreign language education in Türkiye in line with international and data-based standards, in particular the Common European Framework of Reference for Languages (CFRM), which is applied in the foreign language teaching programs of the Ministry. The project has already passed the relevance and maturity assessments. The project’s Description of Action document was revised based on feedback from the Ministry of Labor and Social Security and the EU Delegation to Türkiye. The financing agreement was then adopted by the Turkish Grand National Assembly in December 2023. In 2024, the project is expected to be budgeted. In this framework, it is planned to start project activities in February/March 2024 and to complete the project in 2028.

The aim of the project “Improving the Quality of Foreign Language Education in Türkiye” , cofinanced by the EU and the Council of Europe in cooperation with the Council of Europe and the Ministry of National Education of the Republic of Türkiye, is to improve the quality of foreign language education in Türkiye in line with international and data-based standards, in particular the Common European Framework of Reference for Languages (CFRM), which is applied in the foreign language teaching programs of our Ministry. The project covers the years 2024-2029. The project aims to develop evidence-based policy recommendations on foreign language education and improve the quality of foreign language teaching by developing foreign language proficiency tests and digital teaching materials.

Education and Training Support for the 2023-2024 Academic Year

The Communiqué on Provision of Education and Training Support for Students Studying/will be Studying in Private Schools in Adıyaman, Hatay, Kahramanmaraş and Malatya Provinces and Islahiye and Nurdağı Districts of Gaziantep Province in the 2023-2024 Academic Year was published in the Official Gazette. Within this framework, the “e-Guideline on Provision of Education and Training Support for Students Studying/will be Studying in Private Schools in Adıyaman, Hatay, Kahramanmaraş and Malatya Provinces and Islahiye and Nurdağı Districts of Gaziantep Province in the 2023-2024 Academic Year” was prepared and published on the internet address “http://ookgm.meb.gov.tr” regarding the education and training support to be provided for students studying/will study in private schools. Within the scope of the February 6 earthquake, the number of students receiving Education and Training Support for the 2023-2024 Academic Year was 22,982.

Teacher Information Network (ÖBA)

Due to global changes and the pandemic affecting the whole world, the need to make use of information technologies in supporting the professional development of teachers and administrators emerged and ÖBA was established on January 24, 2022. ÖBA is a platform created to support the professional development of teachers and school administrators through distance education. In addition to being a meeting point for professional development, ÖBA is also designed to host the sharing of good practices. On the ÖBA platform, there are applications such as ÖBA Central in-service training application and distance education activities, in-service trainings organized synchronously and asynchronously through distance education, virtual library, professional development communities, teacher-administrator mobility programs, and the presentation of good practices realized by our teachers.

Monitoring and Evaluation of Academic Skills Project

The Monitoring and Evaluation of Academic Skills (ABIDE) survey was developed by the Ministry to measure how effectively students can use the knowledge and skills they have learned in their daily lives and their high-level cognitive skills. This research aims to evaluate the reflections of the formal education received by students in the 4th grade of primary school, 8th grade of secondary school and 10th grade of secondary education on their daily life skills. Different item types are used in the ABIDE survey, which is designed to measure students’ high-level skills such as problem solving, critical thinking and analyzing. The research represents an important step towards evaluating and improving the effectiveness of the education system by focusing on the real-life use of the knowledge and skills that students acquire during the education process.

ABIDE research is conducted by taking samples at 4th, 8th and 10th grade levels. The sample used in this research is designed to represent every province of Türkiye. Thus, comprehensive and representative data can be obtained about the factors affecting the academic skills and achievement of students across the country. Taking into account the different socio-economic and cultural structures in each province, the surveys administered to students, teachers and administrators within the scope of this study enable a comprehensive assessment of the state of the education system across Türkiye.

Turkish Language Exam in Four Skills

Turkish Language Exam in Four Skills is a monitoring exam conducted by the General Directorate of Measurement, Evaluation and Examination Services to measure the reading, listening watching, speaking and writing language skills that students acquire during their education processes at primary, secondary and high school levels in order to protect and improve Turkish language in accordance with Article 10 of the National Education Basic Law No. 1739. This exam was started to be developed in December 2019 in order to determine the competencies of students studying at different levels of education regarding the four basic language skills.

The Turkish Language Exam in Four Skills is administered in e-Exam halls in a fully electronic environment on computers identified on behalf of the student and consists of reading, listening/watching, speaking and writing sessions. In speaking and listening/watching sessions, headphones that do not transmit ambient sounds are used. Multiple-choice and open-ended questions and tasks are used to measure students’ proficiency in skills of Turkish. In order to prepare and score these questions, trainings are provided for classroom, Turkish teachers, Turkish language and literature teachers to contribute to their professional development.

The Turkish Language Exam in Four Skills is administered in e-Exam halls in a fully electronic environment on computers identified on behalf of the student and consists of reading, listening/watching, speaking and writing sessions. In speaking and listening/watching sessions, headphones that do not transmit ambient sounds are used. Multiple-choice and open-ended questions and tasks are used to measure students’ proficiency in skills of Turkish. In order to prepare and score these questions, trainings are provided for classroom, Turkish teachers, Turkish language and literature teachers to contribute to their professional development.

Electronic Content

A Table of Electronic Educational Content for Textbooks has been prepared for the wider use of electronic educational content in enriching draft textbooks. Efforts to update and enrich these contents will continue. Thus, it is aimed to prepare the draft textbooks to be applied for enriched with different e-contents that support the learning process.

Developing an Artificial Intelligence Supported National Vocational Interest Inventory

Within the scope of vocational guidance services, a measurement tool is being developed to determine the vocational interests of high school and middle school students. With this inventory, it is planned to enable students to get to know themselves about their interests and to realize their vocational options. After the development process of the vocational interest inventory is completed, it will be put into service based on artificial intelligence.

Developing a National Vocational Skills Inventory

Within the scope of vocational guidance services, a measurement tool is being developed to determine the vocational skills of high school and middle school students. The purpose of the inventory is to enable 8th grade students to recognize themselves and realize their vocational options in the vocational decision-making processes of 8th grade students and 9th grade students in the selection of fields and branches in accordance with 53 fields and 114 branches in Vocational and Technical Anatolian High Schools.