Evaluation of the 2024 philosophy curriculum

The aim of this study is to evaluate the 2024 Philosophy Curriculum (Grades 10 and 11) in line with Demirel's Analytical Curriculum Evaluation Model (DAPDEM). The research was designed in line with a case study, one of the qualitative study designs. Document analysis and interviews were used in the research. The document used in the research is the 2024 Philosophy Curriculum prepared by the Ministry of National Education. The study group consisted of 16 philosophy group teachers and three academicians who are experts in the field of philosophy education. Document Analysis Form, Semi-structured Teacher Interview Form and Semi-structured Academic Interview Form were used as data collection tools. The data obtained through interviews were analyzed using content analysis. The document analysis revealed that the philosophical foundations and approaches underpinning the curriculum were not explicitly stated, and the learning outcomes were not structured according to the principle of hierarchical classification. It was observed that the skills, values, and tendencies targeted in the curriculum align with competencies deemed significant by international organizations. Additionally, the content was found to be consistent with the learning outcomes and demonstrated inclusivity. The curriculum provided detailed coverage of learning and teaching practices; however, guidance on how to utilize examples of learning evidence was found to be limited. As a result of the content analysis, teachers positively evaluated the curriculum as life-oriented, up-to-date, student-centered, and suitable for holistic development; on the other hand, they stated that the language of the curriculum was academic and complex, the measurement and evaluation process was difficult and time-consuming, and the duration of the curriculum was insufficient. Academics, on the other hand, stated that the curriculum has an up-to-date, holistic approach that aims to provide philosophical knowledge and skills, far from rote learning, and has a holistic approach; on the other hand, they stated that improvements could be made in the concepts, titles, and measurement and evaluation parts of the curriculum. It can be suggested that learning outcomes and process components should be revised in accordance with the principle of sequentiality and progressive classification; detailed information on when, for what purpose and how to use measurement and evaluation tools should be included, and the concepts should be simpler and clearer in order to ensure the comprehensibility of the curriculum.