The qualitative research about the project of Ministry of Education "I am aware towards my environment I protect my values"

While the importance of value education continues to increase from past to present, it appears in different fields with various methods. This research consists of examining the "I am sensitive to my environment, I protect my values" project, which is carried out in cooperation with the Ministry of National Education, the Ministry of Youth and Sports and the Presidency of Religious Affairs, in terms of students, parents and teachers. The main purpose of the study is to analyse the applicability, adoption and realisation of the target achievements of the "I am sensitive to my environment, I protect my values" project, which is the subject of the research, and to see its reflection on values education to some extent. In addition, it is believed that this study will shed light on those who prepare the project and those who endeavour in the implementation phase in line with the data obtained. The "I am sensitive to my environment, I protect my values" project, which is the subject of the study, has been examined by focusing on the annual plan, functioning, implementation, realisation of target gains, expectations and achievement of results. The qualitative research method was preferred, considering that it would allow in-depth and detailed examination and understanding of these focused dimensions. In this study in which the project "I am sensitive to my environment, I protect my values" was investigated, case study, one of the qualitative research designs, was considered to be appropriate. Themes, categories and codes were determined based on the statements of teachers, students and parents in the study group. In this context, the findings and explanations obtained from the "I am sensitive to my environment, I embrace my values" project research within the framework of the themes / main headings such as "Gains", "Stakeholders", "Implementation", "Expectations", "Problems", are presented with direct quotations from the statements of the participants and the findings are discussed and interpreted. In this research, five teachers, five students and five parents from pilot schools implementing the ÇEDES project were interviewed. As a result of these interviews, it was concluded that although the ÇEDES project is a new project, it has been embraced by students, teachers and parents. The biggest reason for this is the "learning by doing and experiencing" model used in the operation of the project. In all three study groups, processing values through activities and creating experiences are seen as both fun and effective learning methods. However, in addition to its positive features, the existence of problems that need to be solved is understood in line with the statements of the participants. It is one of the determinations that the problems experienced are caused by external factors rather than the project itself. This study concludes with suggestions for the solution of the problems identified in the ÇEDES project.