An Analysis of The Century of Türkiye Education Model Preschool Education Program in Terms of 21st Century Skills MEB Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı’nın 21. Yüzyıl Becerileri Açısından İncelenmesi
Milli Egitim, vol.55, no.250, pp.767-788, 2026 (Scopus, TRDizin)
- Publication Type: Article / Article
- Volume: 55 Issue: 250
- Publication Date: 2026
- Doi Number: 10.37669/milliegitim.1597279
- Journal Name: Milli Egitim
- Journal Indexes: Scopus, Central & Eastern European Academic Source (CEEAS), TR DİZİN (ULAKBİM)
- Page Numbers: pp.767-788
- Keywords: 21. yüzyıl becerileri, 21st century skills, education programs, eğitim programları, okul öncesi eğitim, P21, P21, pre-school education, the Century of Türkiye Education Model, Türkiye Yüzyılı Maarif Modeli
- Anadolu University Affiliated: No
Abstract
The aim of this study is to examine the domain skills included in The Century of Türkiye Education Model Preschool Education Program in terms of 21st century skills and to determine the extent to which these skills are represented. In the 21st century, rapidly changing social, economic, and technological conditions have made it necessary for education systems to reshape the knowledge, skills, and competencies required of individuals. In this context, the Century of Türkiye Education Model, developed by the Ministry of National Education (MEB), emerges as an innovative program designed to equip preschool children with 21st century skills. The study employed a qualitative research design and used content analysis. The P21 (Partnership for 21st Century Skills) classification was adopted as the analytical framework. Findings revealed that the program predominantly emphasizes communication and collaboration, information skills, and social and intercultural relationships. Additionally, the domains of art, mathematics, and social skills were found to represent 21st century skills most strongly, whereas movement and health skills were less represented. Moreover, skills related to information, media, and technology literacy were only minimally integrated into the program. In conclusion, the findings indicate an unbalanced distribution of 21st century skills in the preschool curriculum. Therefore, it is recommended that future research explore different classification frameworks, provide greater emphasis on media and technology skills, and restructure the program to ensure a more balanced integration of 21st century competencies across all domains.