A comparative analysis of the 2018 and 2024 religious culture and ethics curricula (grades 9–12) within the Türkiye century education model

The objectives and content of religious education in schools are determined by curriculum frameworks. The purpose of this study is to identify the similarities and differences between the 2018 Religious Culture and Ethics Course (Grades 9–12) curriculum and the 2024 curriculum developed within the framework of the Türkiye Century Education Model. This study is based on the analysis of the 2018 and 2024 Religious Culture and Ethics curricula. Employing qualitative research methods, the study utilizes document analysis as its primary data collection technique. Both curricula were examined in terms of their educational philosophies, fundamental approaches, vision, teaching principles, instructional methods and techniques, assessment and evaluation strategies, the role of teachers, the teaching of values and concepts, learning environments, instructional resources, and unit structures. Both curricula adopt a student-centered approach to religious and moral education. However, the 2024 curriculum, developed in line with contemporary educational and theological approaches, addresses the philosophical and pedagogical foundations in greater depth than the 2018 curriculum. It places greater emphasis on family, environment, and technology, thereby linking religious and moral education to current social issues. Furthermore, the 2024 curriculum provides more concrete guidance regarding instructional processes, aiming to reduce potential implementation challenges for teachers. Significant revisions have also been made at the unit level; new units have been introduced, while some existing units have been merged or expanded in scope. Overall, the revisions to the 2024 Religious Culture and Ethics curriculum aim to strengthen both the theoretical framework and the practical implementation of religious education.