The Experiences of Curriculum Development Experts in the Framework of the Century of Türkiye Education Model

Abstract

The aim ofthis study is to examine the experiences, roles, forms ofinteraction, encounteredchallenges, and overall evaluations of curriculum development experts who participated in the preparation of curricula within the framework of the Century of Türkiye Education Model. The research was designed as a holistic single case study, one of the qualitative research designs. Criterion sampling a type of purposive sampling, was employed to define the study group. The participants consisted of 15 curriculum development experts who actively took part in the curriculum development process. Data were collected using a semi-structured interview form developed by the researcher and analyzed through content analysis using MAXQDA 2024 software. According to the findings, the strengths of the curriculum development process include the adoption of effective and constructive approaches in collaborative work, the presence of diversity in commission representation, and the pivotal roles undertaken by curriculum development experts throughout the process. On the other hand, limitations of the process were identified as time constraints, communication breakdowns, and coordination challenges. Participants were found to assume roles and responsibilities such as guiding, supervising, and model development. Moreover, they reported various professional and personal gains through their involvement in the process. Recommendations offered by participants for improving the effectiveness and efficiency of future curriculum development efforts include allowing more time for development, ensuring continued involvement of curriculum experts in subsequent stages, and increasing stakeholder participation. This study is expected to contribute to ongoing curriculum development practices and inform future research in the field.