Comparative Analysis of Turkey and Germany (Bavaria) Secondary Education Curricula in Terms of Education for Sustainable Development

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  • Author(s): Barak, Belma; Avci, Görkem
  • Language:
    English
  • Source:
    Discourse and Communication for Sustainable Education. Dec 2022 13(2):108-132.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: [email protected]; Web site: https://www.sciendo.com
    • Peer Reviewed:
      Y
    • Source:
      25
    • Education Level:
      Secondary Education
    • Subject Terms:
      Foreign Countries; Secondary School Curriculum; Sustainable Development; Cultural Differences; Instructional Program Divisions; Science Education; Social Studies; Geography Instruction; Natural Resources; Technology; Economic Factors; Social Problems; Problem Solving; Ecology
    • Subject Terms:
      Turkey; Germany
    • Accession Number:
      10.2478/dcse-2022-0022
    • ISSN:
      2255-7547
      2255-7547
    • Abstract:
      Education for Sustainable Development (ESD) is a teaching and learning approach that is based on the principles that underpin sustainability and applies to all levels of education. However, there is a scarcity of research on the integration of curricula with ESD. In this study, secondary school curricula in Germany (Bavaria) (geography, nature and technology) and secondary school curricula in Turkey (social studies, sciences) were compared in terms of learning outcomes and learning areas to the principles of sustainable development (social-environmental-economic). Attempts have been made to shed light on how ESD is reflected in the curricula of Turkey and Germany, as well as how the approach of ESD directs the education curricula. According to the findings of the study, the learning outcomes and learning areas of the curricula of Turkey and Germany are related to the principles of sustainable development, and learning outcomes related to SD dimensions are given more place in the upper grades. Turkey's social studies curriculum is more related to SD's social dimension principles; the science curriculum is more related to SD's environmental dimension principles; and Germany's geography, nature and technology curricula are more related to SD's environmental dimension principles. The number of learning outcomes related to the economic dimension principles of SD in both countries' curricula has been determined to be very low. Especially in Germany's curricula, unlike Turkey's curricula, it has been determined that students offer solutions to existing environmental-social-economic problems for sustainability in the context of problem-solving skills and learning outcomes that include case study activities are included.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1355451