The status of meeting the key competencies in the framework of Turkish qualifications of the activities and texts in the primary school (1, 2, 3 and 4th grade) Turkish textbooks

The purpose of this research is to determine how and to what extent key competencies are included in primary school (1st, 2nd, 3rd and 4th grade) Turkish textbooks. For this purpose, the status of key competencies in the content of the primary school Turkish textbook (texts and activities) was examined. In this study, in which the document analysis method, one of the qualitative research designs, was used, the texts and activities in the primary school (1st, 2nd, 3rd and 4th grade) Turkish textbooks prepared by the Ministry of National Education and used in the 2021-2022 academic year were taken as the basis for data collection. By analyzing the data with descriptive analysis and content analysis techniques, the distribution of key competencies in text and activities was tried to be revealed. According to the research findings, it was determined that the distribution of key competences in the texts and activities in the primary school (1st, 2nd, 3rd and 4th grade) Turkish textbooks was not systematic and balanced. While "social and civic competences" were mostly included in the texts (34 texts), "communication in foreign languages, digital competence, cultural awareness and expression, mathematical competences" were given less place. In the activities, it was seen that the competencies of "learning to learn" and "communication in mother tongue" were mostly included. Less emphasis is placed on "communication in foreign languages, digital competence, cultural awareness and expression, social and civic competences". As a result of the research, it has been determined that the texts and activities in the primary school (1st, 2nd, 3rd and 4th grade) Turkish textbooks do not fully meet the key competencies in the Turkish Qualifications Framework. Key Words: Turkish education, key competence, textbook, lifelong learning.