Comparing the key components of curriculum development: 2018 Social Studies Program of Türkiye and 2022 Social Sciences Program of Spain

This study aimed to compare the 2018 social studies curriculum implemented in Türkiye with the 2022 social studies curriculum implemented in Spain regarding objectives, content, teaching-learning situations, and assessment-evaluation processes. In this context, a general-to-specific approach was followed, starting with comparing and contrasting the educational systems, educational philosophies, external factors affecting education, primary education curriculums, and social studies curriculums of the two countries. The study employed the analytical method known as the Bereday Model. In the description and interpretation section, which shares the same titles as the stages of the method, the pedagogical data of both countries were first gathered and interpreted. Subsequently, under the title of juxtaposition and comparison, the findings were presented in tables and then compared and contrasted. The data were largely derived from primary official sources. Additionally, works related to comparative education and curriculum development were also utilized. The data were analyzed using the descriptive analysis method and made ready for academic writing. The findings revealed that there are numerous similarities and differences between the educational systems and social studies curricula of both countries. The results showed that Türkiye generally develops an educational system and social studies curriculum under a centralized administration, focusing on national-moral values and Atatürk's reforms. On the other hand, Spain aims to equip students with the competencies to cope with the challenges of the 21st century through a more flexible program that conforms to regional diversity and universal principles.