The transition from traditional education to the new curriculum program in Azerbaijan: The manifestation of Tyler's principles in the teaching of Geography

This paper discusses how Azerbaijan's junior high school curriculum in geography studies can shift to a competency-based student-centered approach, with the Objective Model of Ralph W. Tyler being used to analyze the process. The four principles defined by Tyler, namely defining the objectives, the choice of the learning experiences, the organization of the instruction, and the evaluation of the outcomes, are used to examine how the new curriculum is organized and carried out. Results show that the reforms have reinforced the expression of learning objectives and nurtured critical thinking, active learning, and the implementation of real-world use in geography education. Simultaneously, there are still issues related to teacher preparedness, effective assessment practice, and translation of policy goals into classroom practice. The paper will show the possibilities and constraints of the application of the rationale of Tyler in transitional situations, by placing the curricular changes in Azerbaijan into the context of the wider post-Soviet educational change. The research can also contribute to the international debate over curriculum reform by demonstrating how world models can be used to meet local requirements and provide valuable advice to teachers and policymakers who have focused on improved geography teaching and building competency-based learning in education systems that are developing