Evaluation of the education systems in European Union countries and Türkiye in terms of physical education curricula

This study comparatively examines physical education curricula at the primary education level in Türkiye and European Union member states in terms of curriculum scope and organization, weekly instructional time allocation, pedagogical approaches, and assessment and evaluation practices. The research was conducted using a qualitative design, and the data sources consisted of official curricula, relevant legislative documents, and policy reports. The collected documents were systematically reviewed through document analysis; the data were coded within a content analysis framework according to common themes (e.g., aims, content/learning outcomes, time allocation, instructional approaches, assessment and evaluation, and skill/competency domains) and organized for comparative analysis. The findings indicate a high level of alignment across systems with respect to curricular aims, whereas differences are mainly concentrated in weekly instructional time policies, the prevalence of student-centered and model-based instructional practices, and the extent to which a process-oriented assessment culture is embedded. In some systems, the regular nationwide monitoring of physical fitness indicators and the integration of extracurricular activities with the curriculum are notable, while in others assessment appears to be largely limited to product- and performance-based outcomes. Overall, to strengthen the alignment between curricular aims and classroom practice, the study recommends time-allocation arrangements that ensure continuity across grade levels, wider adoption of student-centered and model-based approaches, and the systematization of process-based monitoring through tools such as portfolios, rubrics, and self/peer assessment.