EXAMINING MIDDLE SCHOOL CURRICULA REGARDING OECD E2030'S COMPOUND COMPETENCIES: A MIXED METHOD STUDY

Date

2025-5

Author

Erikçi, Begüm

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This study examines the degree of alignment and challenges between the intended and implemented subject-specific curricula regarding the development of compound competencies defined by the OECD Education 2030 initiative (global competency, media literacy, literacy for sustainable development, financial literacy, computational thinking skills, and entrepreneurship). An explanatory sequential mixed-methods design with purposeful sampling was applied. In the quantitative phase, a content analysis was conducted to examine the integration of compound competencies within the 5th–8th Grade Mathematics Curriculum (2018), the 5th–8th Grade Turkish Curriculum (2019), the 5th–8th Grade Science Curriculum (2018), and the 5th–7th to 450 teachers from a private school network to investigate the extent to which compound competencies are implemented in classroom practices. In the qualitative phase, criterion sampling was used to select 12 teachers from four subject areas for semi-structured interviews to explore the factors that influence the development of these competencies. Integrated findings revealed discrepancies between the intended and implemented curricula and showed that the integration of compound competencies varies from no to strong emphasis across subject areas. Implementation is challenged by factors such as lack of clear targeting of competency development, national education policies, teachers’ workload, exam-oriented practices, and curriculum overload. In contrast, supportive school environments, teachers’ capacity, and interdisciplinary approaches were identified as promoting factors. The study suggests competency-based curriculum reform requires a clearer framework in curriculum design, enhanced teacher support, and systemic alignment across school-level practices and national education strategies.

Subject Keywords

OECD Education 2030, Compound Competencies, Competency-Based Education, Intended Curriculum, Implemented Curriculum

URI

https://hdl.handle.net/11511/114516

Collections

Graduate School of Social Sciences, Thesis