DOI: 10.24106/kefdergi.1952656 ISSN: 1300-8811

An Examination of the Alignment Between the Virtue: Value-Action (VVA) Framework and Positive Psychology Theory Through Primary School Curricula

Pelin Üredi, Mustafa Kandırmaz, Lütfi Üredi
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This study aims to examine the theoretical alignment between the Virtue–Value–Action (EDE) Framework within the Türkiye Century Education Model (TYMM) and the Character Strengths and Virtues Theory, one of the core approaches of positive psychology. The analysis was structured through the elementary school curricula, focusing on how the EDE framework translates into observable behaviours. The research employed a qualitative design based on the document analysis method. The primary school programmes of TYMM were evaluated in terms of virtue and value themes and their transformation into action. During the analysis process, the six core virtue categories developed by Peterson and Seligman (2004)—wisdom, courage, humanity, justice, temperance, and transcendence—were used as evaluative criteria. The findings indicate that the virtues and values emphasised in TYMM largely align with the framework of character strengths theory. Consequently, the virtue-based approach of TYMM, which aims at the holistic development of the individual, demonstrates a complementary relationship with the strength-based perspective of positive psychology. The study concludes with recommendations for incorporating classroom activities that promote the recognition and development of character strengths to further strengthen this integration at the primary school level.

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