Problem Areas in the Anthropocene (The Human Age) and Their Reflections in Primary, Middle and High School Curricula

The current study aims to determine the extent to which current issues and anticipated problems in the Anthropocene are addressed in the learning outcomes of the curricula prepared by the Ministry of National Education (MoNE) for primary, middle, and high school levels (Anatolian High Schools). In addition, the study aims to describe the current state of the learning outcomes in these curricula in terms of guiding learners towards practical applications, developing original solutions, and actively participating in solving the problems humanity faces today and will face in the future in line with the concept of the Anthropocene and problem-centred curriculum designs. To do so, the study employed the content analysis method and analyzed the curricula of required courses at primary, middle and high school (Anatolian High Schools) levels that were in use in 2018. In the analysis of the data, categories based on various problem areas were developed, and the distribution and frequency of the curriculum outcomes across these categories were determined. Moreover, in order to explore the presence of problem areas in the learning outcomes, the latter were analyzed according to the criteria determined in line with problem-centred curriculum designs. It was found that the problem areas are addressed in the learning outcomes of middle school curricula to the greatest extent, followed by the learning outcomes in primary and high school (Anatolian High School) curricula. As the education levels progress, a consistent increase in the number of outcomes that fully address the problem areas is not observed. Among the outcomes at all levels of primary, middle and high school education (Anatolian High Schools), the most frequently addressed problem areas are Traditions and culture at risk and Artificial intelligence and new technologies. The problem areas that are least frequently addressed in the outcomes at all three levels are Lack of decent work and opportunities and Migration. The results suggest that various problem areas in the Anthropocene that affect the nature and humanity today and tomorrow should be included in a balanced manner across all education levels and in the curricula of required courses suitable to all age groups. It is also recommended that curricula be designed in such a way as to train individuals who can foresee future problems, produce solutions to them and subsequently implement these solutions.