Comparison of the 2019 and 2024 primary school Turkish language curricula and teacher opinions

The aim of this study is to comparatively examine the 2019 and 2024 Primary School Turkish Language Curriculum and to reveal teachers' views regarding these curricula. A qualitative research approach was adopted in the study; the curricula were systematically analyzed, and their objectives, content, teaching–learning processes, and assessment and evaluation dimensions were comparatively evaluated. Teachers' opinions were collected through a semi-structured interview form, and the data were coded and analyzed using the content analysis method. The study group consisted of classroom teachers implementing the 2024 Primary School Turkish Language Curriculum. The findings indicate that, in the 2024 curriculum, learning outcomes were simplified, student-centered approaches were strengthened, and greater emphasis was placed on digital and visual texts. Although teachers stated that the curriculum has a structure that enhances student interaction and makes students more active in the learning process, they also reported experiencing various challenges during implementation, such as time-consuming assessment and evaluation practices, insufficient introduction of the curriculum, and limitations related to physical conditions.The findings reveal that the 2024 Primary School Turkish Language Curriculum is theoretically aligned with contemporary educational approaches; however, in practice, guidance for teachers, sample instructional materials, and in-service support mechanisms need to be strengthened. It is expected that the results of this study will contribute to future academic research in the field.