An analysis of the secondary education Religious Culture and Moral Knowledge course curriculum and textbooks in terms of core values (Grades 9–12)

The purpose of this study is to examine the secondary education Religious Culture and Moral Knowledge course curriculum and the textbooks for grades 9-12 in terms of core values. The research focuses on the place of core values in the teaching process of the RCMK course. The research problem seeks to determine how core values are represented in the curriculum and textbooks and to identify the differences in these representations. This research was conducted using the document analysis method, one of the qualitative research approaches, and the data were evaluated through descriptive analysis. In the first chapter of the thesis, concepts of values and core values are defined, the ten core values are explained, and related literature is reviewed. The second chapter analyzes and interprets the curriculum and textbooks in terms of core values. The third chapter consists of the conclusions and recommendations. According to the research findings, core values are represented at varying levels in the textbooks, with responsibility, love, respect, helpfulness, and honesty being the most prominent values. Conversely, some values such as self-control and patriotism are represented to a limited extent or are not addressed at all in certain units. Additionally, significant inconsistencies were found in the distribution of values across topics, and a complete alignment between the curriculum and textbooks was not observed. As a result, while the teaching of core values in the RCMK course is largely achieved, it is concluded that these values should be addressed in a more balanced and systematic manner.