Comparative Analysis of Kyrgyzstan and Türkiye’s Secondary Geography Curriculums

Abstract

The study was made as a qualitative document analysis. The geography curriculums implemented in secondary education in Türkiye since 2018 and in Kyrgyzstan since 2020 were compared by applying document analysis and content analysis. The curriculums were subjected to a comparative analysis in terms of achievements, content, learning and teaching approaches and assessment-evaluation features. Due to the difference in the educational levels of both countries, there are some difficulties in comparing only at the high school level. According to the findings, it was observed that the subjects included in the curriculum were more limited in Kyrgyzstan. In this context, it was more appropriate to make comparisons on the basis of human systems, global environment: regions and countries, and environment and society units in the Turkish geography curriculum. It is noteworthy that the geography curriculum in Kyrgyzstan has an approach that addresses geographical, geocological, social-humanitarian aspects in teaching the outcomes. When evaluated in this respect, it can be said that there is a great overlap in terms of the geographical perspective intended to be gained by students. It is noteworthy that the similarities in the updated constructivist teaching philosophy are also intense in terms of objectives and some guidance, educational situations and assessment-evaluation. In the Kyrgyzstan geography curriculum, there are a lot of details about educational situations and assessment-evaluation. The most important difficulty experienced in the comparison was the difference in the educational levels at which geography courses were taught in the two countries.