Examination of EBA educational videos prepared for Turkish language and literature lessons according to the new education model

This study aims to examine the 9th grade Turkish Language and Literature course educational videos available on the Education Information Network (EBA) and prepared within the scope of the New Education Model from a multifaceted perspective. The study was designed according to qualitative descriptive research principles and utilized document analysis techniques. The 38 videos examined were analyzed using a Data Collection Form developed by the researchers. The collected data were analyzed using content analysis techniques and presented with frequency (f) and percentage (%) values, supported by quantitative data. The analysis revealed that the learning outcomes related to the four basic language skills showed an extremely uneven distribution in the examined videos. It was found that the learning outcomes and process components focused largely on reading skills, writing skills were quite limited, and listening/viewing and speaking skills were almost non-existent. In terms of pedagogical design, it was found that the traditional “expository” method was used in almost all of the videos. The interactivity, multi-skill integration, and student participation required for digital learning were not achieved. The results indicate a serious mismatch between the visionary goals of the New Education Model and the current practice of EBA videos.