The "Century of Türkiye Education Model Monitoring Report, " prepared by the İLKE Foundation Research Center for Education Policy (EPAM), was introduced to the public with a presentation program held at the İLKE Foundation on September 18, 2025, following the welcoming remarks by İLKE Foundation Chairman of the Board, Atty. Ahmet Sait Öner, the program began with opening remarks by EPAM Director Assoc. Prof. Dr. Ayhan Öz continued with the presentation of the report. The findings of the report were shared comprehensively at the event, which was attended by academics, researchers, administrators, teachers, and civil society representatives.

From the research team, Prof. Dr. Mustafa Öztürk (Boğaziçi University), Assoc. Prof. Dr. Hasan Özgür Kapıcı (Boğaziçi University), Assoc. Prof. Dr. Sedat Karagül (Istanbul 29 Mayıs University), and Asst. Prof. Dr. Muhammet Şahal (Yıldız Technical University) presented the findings of the report.

Teachers Embrace the Model but Experience Difficulties in Implementation

According to the report, teachers generally support the transformation brought by the TYMM; it is observed that student-centered, activity-based approaches increase classroom motivation. However, teachers face serious challenges during implementation. Lack of preparation, classroom management issues, time constraints, and physical infrastructure problems limit teachers from effectively putting the application into practice.

Time and Classroom Management Challenges

Turkish and science teachers stated that conducting writing, film analysis, and group activities within limited timeframes created difficulties. TYMM's phased responsibility delegation model, requiring every student to be active, makes it difficult to implement in crowded classrooms. Furthermore, the introduction of some abstract concepts (e.g., cell, mass, weight) to the 5th grade is considered challenging by teachers as it is deemed unsuitable for the students' cognitive level.

New Approaches and Concerns in Measurement and Evaluation

Teachers welcome the emphasis on open-ended questions that measure process-oriented, analytical thinking, as well as the TYMM (Turkish National Assessment and Evaluation System). However, the incompatibility with speed and product-oriented assessment in centralized exams raises concerns that it may negatively affect students' exam performance. Teachers stated that there is an incompatibility between classic written exams and process-oriented measurement and evaluation.

Physical and Digital Infrastructure Limitations

The report also reveals the difficulties teachers face due to physical conditions and a lack of materials. Overcrowded classrooms and inadequate workshop environments restrict the implementation of student-centered activities. In terms of digital materials, teachers state that relying entirely on EBA (Educational Information Network) creates technical and content limitations.

Recommendations and Steps Forward

According to the report's findings, practice-based professional development training should be designed for teachers, class sizes should be reduced, and infrastructure deficiencies should be addressed. Digital platforms should be strengthened with content compliant with the TYMM (Turkish National Curriculum Development Model), and information sessions and workshops should be planned to increase parental participation in the process. Furthermore, inter-subject collaboration platforms should be established to increase teachers' contributions to curriculum development processes.

The research team emphasized that the report is only a starting point and that effectively implementing the model will be difficult without improving implementation processes and infrastructure support. While teachers are confident in the model, they need guidance, support, and time flexibility in putting it into practice.