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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| CURRICULUM AND INSTRUCTION (MASTER) (WITH THESIS) | |
| Code | PGÖ701 |
| Name | Sustainable Curriculum Development Studies |
| Term | 2026-2027 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. MEDİHA SARI |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The aim of this course is to equip students with the skills to develop, implement, and evaluate curricula in line with sustainable development goals; to develop awareness of how curricula can maintain their resilience and relevance in the face of changing global conditions, societal needs, and technological transformation; and to provide them with opportunities to develop and implement flexible curricula focused on diverse needs.
Course Content
This course focuses on the development, implementation, and evaluation of curricula in line with sustainable development goals, and on ensuring that curricula maintain their resilience and relevance in the face of changing global conditions, societal needs, and technological transformation.
Course Precondition
none
Resources
Course presentations
Notes
Books and Reports: Sustainable Development Goals Annual Reports (World Bank) Ornstein, A. C., & Hunkins, F. P. (1993). Curriculum: Foundations, principles and issues. Boston: Allyn and Bacon. Kanade, T. M., Chavan, D. S., & Batule, R. B. (2025). Sustainable Curriculum Design and Development for Smart Education in Urban Environments. In Smart Education and Sustainable Learning Environments in Smart Cities (pp. 487-508). IGI Global Scientific Publishing. Hewitt, T. W. (2006). Understanding and shaping curriculum: What we teach and why. Sage Publications. Blewitt, E. B. J., & Cullingford, C. (2004). Sustainability curriculum. Earthscan. Sengupta, E., Blessinger, P., & Yamin, T. S. (Eds.). (2020). Integrating sustainable development into the curriculum. Emerald Group Publishing. Some articles: Agirreazkuenaga, L. (2020). Education for Agenda 2030: What Direction do We Want to Take Going Forward? Sustainability, 12(5), 2035. https://doi.org/10.3390/su12052035 Olvitt, L., Davies, M., & Cockburn, J. (2024). Transdisciplinary curriculum design for sustainability transitions: A reflective dialogue. South African Journal of Science, 120(9-10), 1-8. Scott, R. H. (2009). Sustainable curriculum, sustainable university. eCULTURE, 2(1). Retrieved from https://ro.ecu.edu.au/eculture/vol2/iss1/15 Louw, W. P. (2013). Green curriculum: Sustainable learning in higher education. The International Review of Research in Open and Distributed Learning, 14(1), 1–15. https://doi.org/10.19173/irrodl.v14i1.1310 Most recent articles on topic
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the concept of sustainability within the context of education and programs. |
| LO02 | Understands the Sustainable Development Goals. |
| LO03 | Explains educational activities aimed at ecological sustainability. |
| LO04 | Evaluates curricula in terms of social and cultural sustainability. |
| LO05 | Understands ways to increase the systemic resilience of curricula. |
| LO06 | Defines teacher roles for a sustainable curriculum. |
| LO07 | Examines the stages of modular program design. |
| LO08 | Compares different examples of sustainable curricula from around the world. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the BA degree qualifications improves his/her knowledge in thecurriculum and instruction field at the level of expertise. | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of curriculum and instruction | 5 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of curriculum and instruction | 5 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Uses and develops individual assessment techniques for examining curriculum and instruction | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Solves a problem in the context of curriculum and instruction in a scientific perspective. | 3 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Guides the graduates of the field of curriculum and instruction within the framework of the knowledge and experiences that specialized training provides. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. | 4 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. | 5 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Takes responsibility for solving the problems at the local and national level during the curriculum and instruction-oriented applications. | 5 |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Has a good command of foreign language to be able to follow the foreign resources related to the field. | |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | 3 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Provides the support of the institution employees to make the applications concerning educational sciences successful. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | 3 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | 3 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 3 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | The Concept of Sustainability and Education | Browse articles related to the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Ecological Sustainability and Green Curriculum (Program) | Reviewing articles on the topic and examining ecological sustainability goals. | Öğretim Yöntemleri: Tartışma, Anlatım, Örnek Olay |
| 3 | Social Sustainability: Inclusion | Reviewing relevant sources, researching related books. | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Grup Çalışması |
| 4 | Culturally Sensitive Curriculum Development | Reviewing relevant resources and examining multicultural education models. | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Problem Çözme |
| 5 | Future Orientation and Digitalization | Researching changes in the use of technology in education | Öğretim Yöntemleri: Beyin Fırtınası, Soru-Cevap |
| 6 | Systemic Resilience | Reviewing relevant literature and examining examples of different social crises | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 7 | Systemic Resilience-Different conditions | Reviewing relevant literature and examining examples of different social crises. | Öğretim Yöntemleri: Proje Temelli Öğrenme , Beyin Fırtınası |
| 8 | Mid-Term Exam | Reviewing all topics covered | Ölçme Yöntemleri: Ödev |
| 9 | Modular Program Design | Reviewing relevant resources and examining other program designs | Öğretim Yöntemleri: Alıştırma ve Uygulama, Anlatım, Grup Çalışması |
| 10 | The Role of the Teacher in Program Sustainability | Reviewing relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 11 | Living Curriculum | Reviewing relevant literature, reviewing different applications | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 12 | Examples from Around the World | Reviewing relevant literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 13 | Curriculum Implementation Projects/needs assessment | Designing curriculum projects | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 14 | Curriculum Implementation Projects | Designing curriculum projects | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 15 | Presentations of the projects | Finalization of project drafts | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 16 | Term Exams | Assessment for projects | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | Self assesment | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 14 | 14 |
| Final Exam | 1 | 28 | 28 |
| Total Workload (Hour) | 154 | ||
| Total Workload / 25 (h) | 6,16 | ||
| ECTS | 6 ECTS | ||