Curricula, Subjects, and Course Hours

The curricula are prepared under the responsibility of the Directorate of Curricula and Instructional Materials within the Directorate General of Basic Education. When necessary and in consideration of contemporary needs, the curricula may be updated or undergo more substantial revisions. Draft curricula are submitted to the Board of Education for review and approval. The subjects included in the curriculum are classified as compulsory or elective in the weekly course schedules. In primary education institutions, subjects and course hours are organised based on grade levels. Elective courses are chosen by students in line with their interests, abilities, and preferences, under the guidance of their parents.

The curricula of primary education institutions are prepared or commissioned by the Directorate General of Basic Education and submitted to the Board of Education for evaluation. Curricula deemed appropriate are implemented with the approval of the Minister. Accordingly, the curricula for the subjects to be taught in primary education institutions under the Century of Türkiye Education Model have been gradually implemented starting from the 2024–2025 academic year. This model has enabled the development of curricula based on a holistic educational approach. In this context, the curricula have been designed with a shared understanding centred around learning outcomes, skills, and a framework of virtues, values, and actions. Responding to current needs and developments, the curricula have been enriched with literacy skills, extracurricular activities, and cross-curricular components. Moreover, the curricula incorporate differentiated instruction to support students’ individual interests, needs, and developmental characteristics. Thus, curricula that address and support both individual and societal needs through education have been integrated into the education system.The following figure illustrates the holistic educational approach of the Century of Türkiye Education Model in detail

In primary schools, the weekly instructional time is 30 hours at the primary level and 35 hours at the lower secondary level. In Imam Hatip secondary schools, the weekly lesson duration is 36 hours. For schools and special education classes attended by students with special educational needs, the weekly lesson duration is 30 hours in primary schools and 35 hours in lower secondary schools. In addition to the standard curriculum, special education subjects such as “Social Cohesion Skills” and “Turkish Sign Language” are also implemented. For students with moderate to severe intellectual disabilities who attend special education practice schools (Level I and II), the weekly instructional time is 30 hours.

Figure: The Holistic Educational Approach of the Century of Türkiye Education Model

Teaching Methods and Materials

 Various activities have been implemented in education to address the requirements of the modern era, particularly in relation to adaptable methods and models within emergency action plans. An ecosystem characterised by continuous transformation, regular updates, and adaptability has been adopted, whereby technology is utilised in schools across the country to ensure geographic accessibility in classrooms. In line with the understanding that education is an ongoing, evolving, and self-renewing process, a large-scale transformation has been implemented.

Each teacher is responsible for making the necessary preparations related to their subject in accordance with the requirements of the curriculum. In the absence of a teacher’s guidebook for a specific subject, lesson plans consistent with the annual plan are prepared and implemented by classroom teachers,subject teachers, and/or departmental teachers for one or more instructional time. Each subject’s curriculum also serves as a guide for teachers. Textbooks are written based on these curricula. Textbooks approved by the Ministry of National Education are distributed free of charge to students at all levels of education (in both public and private schools). Textbooks are reviewed and evaluated by taking into account students’ need for accessible and engaging learning resources that incorporate moral, human, national, spiritual, and cultural values, and support the correct and fluent use of the Turkish language to enhance effective learning. At the same time, investments have been prioritised to strengthen the information technology infrastructure to ensure the effective and widespread use of educational technologies in classrooms. As part of the Movement to Enhance Opportunities and Improve Technology (FATİH) Project, by 2024, network infrastructure has been provided in 21,576 schools through the installation of 1,241,940 data connection points. By the end of 2024, a total of 626,441 interactive whiteboards had been installed in classrooms. In the first phase, information technology laboratories and innovative classroom setups are being established in 3,977 secondary schools. In response to the COVID-19 pandemic, 6,500 tablet computers were distributed to students unable to attend school due to chronic health conditions, aiming to support their academic progress and prepare them effectively for higher education.

subject teachers, and/or departmental teachers for one or more instructional time. Each subject’s curriculum also serves as a guide for teachers. Textbooks are written based on these curricula. Textbooks approved by the Ministry of National Education are distributed free of charge to students at all levels of education (in both public and private schools). Textbooks are reviewed and evaluated by taking into account students’ need for accessible and engaging learning resources that incorporate moral, human, national, spiritual, and cultural values, and support the correct and fluent use of the Turkish language to enhance effective learning. At the same time, investments have been prioritised to strengthen the information technology infrastructure to ensure the effective and widespread use of educational technologies in classrooms. As part of the Movement to Enhance Opportunities and Improve Technology (FATİH) Project, by 2024, network infrastructure has been provided in 21,576 schools through the installation of 1,241,940 data connection points. By the end of 2024, a total of 626,441 interactive whiteboards had been installed in classrooms. In the first phase, information technology laboratories and innovative classroom setups are being established in 3,977 secondary schools. In response to the COVID-19 pandemic, 6,500 tablet computers were distributed to students unable to attend school due to chronic health conditions, aiming to support their academic progress and prepare them effectively for higher education.

To ensure the sustainability of infrastructure investments in educational technologies, the allocation and planning of funds for the equipment, maintenance, and technological needs of public schools and institutions are carried out by the relevant central units. In order to enhance the effective use of technology in educational activities, digital content is made available to teachers and students through the Education Informatics Network (EBA). Unlike open-source instructional tools, EBA is a filtered and reliable platform developed by expert teachers and academics, incorporating a pedagogical approach. EBA hosts 3,153 subjects taught in schools and 70,293 rich, reliable, and interactive contents—including textbooks, interactive books, applications, tests, videos and/or interactive explanations matched to topics and learning outcomes, exercises, summaries, infographics, project documents, and animations—alongside 85,629 questions and 3,353 books. Furthermore, in addition to course materials, a library section offers thousands of resources such as cartoons, reading books, games, documentaries, interviews, and magazines, contributing to the personal development and enjoyable experiences of teachers, students, and parents.

EBA Content Production Activities

In 2024, the production of teaching materials—interactive content aligned with the curriculum and meeting accessibility standards—began for compulsory courses taught from grades 1 to 8. A total of 1,038 teaching materials, comprising 15,636 screens, were produced and uploaded to the EBA platform. As part of efforts to develop innovative and effective educational materials, 38 simulations aligned with learning outcomes were also produced.

The production of educational videos—designed as engaging and consistent learning environments that appeal to multiple senses and enrich the learning narrative—was also planned. Consequently, 263 videos were produced and uploaded to EBA.

Existing textbooks were adapted for use on interactive boards and personal devices compatible with EBA, enabling easy production and updating. To enhance content, 163 books were enriched with 22,926 multimedia elements including videos, visuals, audio, interactive content, and questions, and were published on the platform.

TRT EBA Initiatives

A cooperation protocol was signed between the Ministry of National Education (MoNE) and the Turkish Radio and Television Corporation (TRT), leading to the launch of TRT EBA, a dedicated education channel. The content published on TRT EBA aims to support school-family cooperation and contribute holistically to students’ academic and social development.

Since the pandemic and the transition to a hybrid learning model combining distance and blended learning, approximately 850,000 teachers have benefited from webinars and MOOC-based training under the eTwinning, FCL, and Scientix Projects. Teachers could participate in multiple training sessions based on their interests and curiosities.

The following initiatives were implemented to support students with special education needs during distance learning:

• "Guidance Program for Special Education Students” and “Adaptation Program for Special Education Students” were developed.
• The mobile application “I’m Special, I’m in Education”, which has been recognised by the Organisation for Economic Co-operation and Development (OECD) as a model for other countries, has been downloaded by 491,387 mobile users. The application, which has an average of 100,000 active daily users, was accessed approximately 30 million times during the pandemic period.
• 20 digital applications (e.g., Concept Teaching, Word Train, Bead Stringing, Stickman, Match Play, Seasons) were completed and made available on EBA and mobile platforms.
• "The Sound-Based Reading and Writing” set of 6 books for students with special needs was completed, digitally published, and 5,000 printed copies were distributed to schools.
• The “Fun Learning Box” for pre-primary students with special needs and the “Teacher’s Road Map Book on Inclusive Education” were published digitally and distributed to all schools.
• Under the “Special Materials for Special Children” project, 2,100 sets were sent to provinces at the start of the pandemic.
• “Turkish Sign Language Books 1, 2, and 3” were made interactive and published on EBA, and the “Turkish Sign Language Web Portal” was enriched. A “Digital Turkish Sign Language Dictionary” was prepared, including videos for 5,040 signs.
• The “Learning to Read and Write for Students with Hearing Impairment” set, consisting of 5 books, was completed and published digitally.
• 400 “Orbit Reader” Braille reading and note-taking devices were distributed to students with visual impairments. These devices convert any text into audio and allow notetaking.
• For students with visual impairments, 170 course contents were prepared and published on the EBA platform.
• The Calendar of Fun Activities for Special Children (ÖÇEET) was prepared in 3 volumes, featuring 600 activities for home use, and published on digital platforms.
• In July 2020, teachers created the scenarios and content for the “Are You Ready?” program, which focused on cultural and sports skills for students with hearing, visual, and intellectual disabilities. Professionally filmed videos were broadcast on TRT EBA TV during the summer break.

• A set of 33 books totaling 8,000 pages was prepared for students in inclusive education, covering subjects such as Turkish, mathematics, life sciences, science, social sciences, religious culture, and ethics.