Village Institute education programs investigation in terms of authentic learning

The aim of this study is to evaluate the teaching programs implemented in village institutes (VITP) from a retrospective and holistic perspective within the context of authentic learning strategies. VITPs implemented in 1943, 1947, and 1953 are examined within the scope of a study conducted using qualitative approaches. In the study that adopted a historical research design, data on the VITP courses, including their objectives, contents, methods used, and implementation directives, as well as student products such as magazines, poems, and information related to the application of the courses are analyzed using the document analysis method. The data source for the study that is conducted between 2023-2024 comprises the VITPs implemented in 1943, 1947, and 1953, as well as scientific literature identified through a temporal scanning model. The analyzed data is synthesized using a control form reflecting the components of authentic learning strategies (İneç & Bozkurt, 2021) and subjected to descriptive analysis. The findings reveal that the VITPs implemented in 1943, 1947 and 1953 contained extensive data related to authentic learning strategies, including real-life scenarios, real-life problem-solving, reflection and product-oriented environments, constructive collaboration, expert performance, collaboration, different perspectives, and authentic assessment processes. From this perspective, the obtained data show that the authentic learning environments were largely reflected by the courses and activities which were implemented in VITPs. Based on the obtained findings, various recommendations have been proposed.