نوع مقاله : مقاله پژوهشی
نویسنده
گروه روابط بین الملل، دانشکده علوم سیاسی،دانشگاه آزاد، زنجان، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
This research examines the systematic transformation of Turkey’s educational system during the Justice and Development Party era (2002–2025). The central issue is the transition from a learner-centered “social constructivist” framework to a state-led “social identity engineering” project under Erdoğan. Although the 2005 reforms emphasized active learning driven by global standards, policies shifted toward ideological alignment, religious nationalism, and moral conditioning after 2010, particularly post-2016. The objective of this article is to conduct a multi-level analysis of this transition and identify mechanisms of semantic redefinition within the pedagogical system. Utilizing a qualitative research design, this study examines 60 primary sources—including policy documents, international reports, and textbooks—through thematic analysis. The findings reveal that recent reforms do not signify the total abandonment of constructivism; rather, prior pedagogical techniques have been redefined within a new value-based framework titled “Virtue-Value-Action” to cultivate “desirable citizens.” Consequently, by proposing a three-layered model (international, institutional, and pedagogical), this research concludes that Turkey’s educational changes represent a historical continuation of instrumentalism education for nation-building, characterized by heightened state control and content restructuring, serving as a cautionary tale for the critical analysis of educational concept redefinition in sensitive political contexts.
کلیدواژهها [English]
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