Educational Technology Across Türkiye’s High School English Curriculum Documents

This study examines how educational technology is represented and translated across Türkiye’s reformed high school English curriculum. Using abductive qualitative document analysis, the authors analyzed a bounded corpus of official documents, annual plans, and Ministry-approved preparatory-year and Year 9 coursebooks and teacher’s books; the public EIN help center was examined separately. Passages were coded in three cycles, interpreted through four theoretical lenses, and compared across layers. Official documents predominantly framed technology as a controllable means serving educational aims. This permissive position was qualified by safety and responsibility conditions set mainly in the documents addressing every subject rather than in the English curriculum. After repeated wording was counted once and small categories were read text by text, two of six coded dimensions met the study’s rule for reporting a cross-layer difference. Both concerned permission and command, a difference that document genre readily explains; three of the other four had too few qualifying passages. A commitment trace showed that later layers multiply content-delivery resources and learner production tasks but rarely reproduce provisions for teacher choice, and present artificial intelligence and normative conditions only as lesson content. The evidence supported neither technological determinism nor a full social-shaping classification; both negative findings are tentative, given the positions’ unequal opportunity to appear. The findings show that official documents can be coherent on discretion yet divided on normative framing, and that such coherence does not ensure reproduction across documentary layers. Curriculum evaluation should therefore examine whether technological commitments are retained in planning and instructional guidance.