DOI: 10.32570/ijofe.1984918 ISSN: 2149-3030

A CIPP-Based Pedagogical Analysis of 21st-Century Technology Integration in the 2024 Preschool Education Program within the Century of Türkiye Education Model

Azmi Türkan
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This study aims to examine the pedagogical structuring of the 2024 Preschool Education Program published by the Ministry of National Education of the Republic of Türkiye in terms of instructional technologies on the basis of the CIPP (Context, Input, Process, Product) curriculum evaluation model. In the study based on qualitative research design, document analysis was adopted as the data collection method and the official text of the program was evaluated through detailed content analysis. The analysis process consisted of open coding, categorization and thematic structuring stages; data were classified under four main themes (context, input, process, product) using Nvivo and Excel software. The findings reveal that a pedagogical function is attributed to technology within the program text, in line with the vision of digitalization. Elements such as virtual museum visits, Web 2.0 tools, and digital literacy stand out as innovative practices that encourage children's active participation in the learning process. In addition, the emphasis on teachers' professional roles and self-evaluation processes is noteworthy. The study concludes that the program encompasses digital pedagogical approaches. Accordingly, it is recommended to enhance teacher competencies and strengthen digital hardware support for the success of the implementation. This study situates the Turkish example within global discussions on early childhood digital pedagogy and provides implications that can be evaluated in terms of international discussions.

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