An Evaluation of the 2024 Geography Curriculum Learning Outcomes in Türkiye Based on the Revised Bloom’s Taxonomy

Abstract

This study aimed to analyze the learning outcomes in the Geography Curriculum developed under “the Century of Türkiye Education Model” introduced in 2024, using the Revised Bloom’s Taxonomy as a framework The research was conducted using a case study design. The data were obtained from the website of the Board of Education and Discipline of the Ministry of National Education. A total of 76 learning outcomes from the geography curriculum were examined. The data were analyzed using descriptive analysis. The results showed that the learning outcomes in the curriculum predominantly focus on the conceptual knowledge level within the knowledge dimension. In the cognitive process dimension, the learning outcomes are largely focused on the evaluation level, while the learning outcomes at the creation level are notably limited. This finding indicates that although the curriculum provides opportunities to support analytical and critical thinking skills, it falls short in fostering creative thinking processes. Based on these findings, it is recommended that increasing the number of learning outcomes at the creation level could enhance students’ creative problem-solving, innovative thinking, and ability to produce original works.