A Comparative Analysis of the 2018 and 2024 Religious Culture and Ethics Curricula in the Context of the Türkiye Century Educational Model

Abstract

This study evaluates the 2018 and 2024 Religious Culture and Moral Knowledge (RCMK) curricula (grades 4-8) from a comparative perspective in the context of the Turkish Century Education Model. While the 2018 curriculum has a traditional structure based on knowledge transfer, the 2024 curriculum adopts contemporary pedagogical approaches that are student-centered, encourage critical thinking and support interdisciplinary learning. The research analyzed the strengths and weaknesses of the curricula under key headings such as learning domains, learning outcomes, social-emotional skills, interdisciplinary relationships and school-based planning.

The results revealed that the 2024 curriculum offers a flexible structure that takes into account individual differences and local context, in line with the vision of the Turkish Century Education Model. Skills such as critical thinking, problem solving and digital literacy were given more emphasis, and values education and holistic learning processes were strengthened. However, improvements in teacher training, diversity of resources and evaluation processes are needed for the effective implementation of this curriculum.

The study emphasizes that the 2024 RCCE curriculum is an important innovation that meets the needs of the age, but suggests that student-centered and local context-sensitive practices should be supported.