Examination of the 2024 Turkish Language Course Curriculum and the 5th grade Turkish textbook in the context of 21st-century skills

The purpose of this research is to examine the 2024 Secondary School Turkish Language Course Curriculum and the 5th-grade Turkish textbook in the context of 21st-century skills. In the research, document analysis, one of the qualitative research methods, was used. The objects of examination of the research are the 2024 Secondary School Turkish Language Course Curriculum and the 5th-grade Turkish textbook. The data related to the sub-problems of the research were obtained from the 2024 Secondary School Turkish Language Course Curriculum and the 5th-grade Turkish textbook, which are the research objects. Descriptive analysis was used in the process of analyzing the data. According to the data obtained, the skills most frequently included in the mentioned curriculum are social and intercultural skills, critical thinking, initiative and self-direction, creativity and innovation, flexibility and adaptability, productivity and responsibility skills. The least included skills are communication, collaboration, problem solving, media literacy, and ICT literacy skills. According to the data obtained from the 5th-grade Turkish textbook, the most frequently included skills in the 5th-grade Turkish textbook 1 are media literacy, flexibility and adaptability, social and intercultural, and critical thinking skills. The least included skills are communication, collaboration, and ICT literacy skills. In the 5th-grade Turkish textbook 2, the most frequently included skills are social and intercultural, media literacy, and creativity and innovation skills. The least included skills are leadership and responsibility, critical thinking, and ICT literacy skills. As a result, it is seen that 21st-century skills are included at an adequate level in the 2024 Secondary School Turkish Language Course Curriculum, but the skills that are among the most important in our age communication, collaboration, problem solving, media literacy, and ICT literacy skills are included at a low level. It is seen that all 21st-century skills are included in the activities of the 5th-grade Turkish textbooks; however, the limited inclusion of ICT literacy skills in both of the 5th-grade Turkish textbooks is remarkable. As a result, it can be said that 21st-century skills are included at an adequate level in the curriculum, which is the subject of the research; however, it can also be said that communication, collaboration, problem solving, media literacy, and ICT literacy skills are not included at a sufficient level. It is seen that all 21st-century skills are included in the activities of the 5th-grade Turkish textbooks; however, the limited inclusion of ICT literacy skills in both 5th-grade Turkish textbooks is remarkable.