GENERATIONAL DIFFERENTIATION IN VALUE PERCEPTION: VIEWS FROM SOCIETY BASED CURRICULUM

The Century of Turkiye Education Model has been started to implementation in 2024-2025 academic year. Within the overarching objectives, a multitude of values as a component of culture are envisioned for students to acquire. Across generations, a cultural challenge arises as pre-service teachers struggle to convey their parents' emotions amid perceptions of shame and disrespect, adding a layer of discomfort to the new generation expected to emulate these behaviors. In this qualitative study employing the Cultural Analysis framework, data were collected by conducting interviews. Totally 144 pre-service teachers and 97 parents volunteered to participate. Within the scope of validity and reliability studies, codes and themes were determined in collaboration with two researchers, and participant approval and expert opinions were obtained. The results were presented under two headings: “Pre-service Teachers” and “Parents”. The findings highlighted the profound impact of social acceptance on shaping behavior and values within social communities, revealing a complex interplay, where even those critical societal expectations conform due to the fear of social acceptance. Across generations, a cultural challenge arises as pre-service teachers struggle to convey their parents' emotions amid perceptions of shame and disrespect, adding a layer of discomfort to the new generation expected to emulate these behaviors. Parents who represent X Generation, express apprehensions about the widespread use of mobile phones, aligning with broader concerns about technology's influence on communication, ignoring some values such as loyalty and being reliable, while their child who represents Z Generation, underlines their parents overestimate relative and neighbor relations. Keywords: society-based curriculum, values differentiation, x generation’s values, z generation’s values