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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2025 / Cilt: 27 Sayı: 4

A Comparative Analysis of the “Recommendation on Education for Peace, Human Rights and Sustainable Development” and the Türkiye Century Education Model’s “Virtue–Value–Action Framework”

“Barış, İnsan Hakları ve Sürdürülebilir Kalkınma için Eğitim Tavsiyesi" ile Türkiye Yüzyılı Maarif Modeli’nin “Erdem-Değer-Eylem” Çerçevesinin Karşılaştırmalı Analizi

Hasan Nasırcı(T.C. MİLLİ EĞİTİM BAKANLIĞI)0000-0002-8455-0610
Pelin Üredi(Millî Eğitim Bakanlığı)0000-0003-1795-1323
Fatma Sarıkayış(Millî Eğitim Bakanlığı)0000-0003-1450-7120
Bilgen Kerkez(Millî Eğitim Bakanlığı)0000-0002-5124-6030
Pages
595–604
Publication Date
2025-12-23
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AI Summary & Key Takeaways

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⚡ TL;DR(Too Long; Didn't Read)

The findings reveal a high degree of overlap between the two approaches in areas such as human rights, peace, cooperation, inclusivity, sustainable development, and global citizenship; moreover, the Virtue-Value-Action Framework strengthens United Nations Educational, Scientific and Cultural Organization’s vision at the local level through concrete value clusters and action-oriented teaching methods.

📌 3 Key Takeaways

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Objective & Hypothesis:This study comparatively examines the common themes between United Nations Educational, Scientific and Cultural Organization’s “Recommendation on Education for Peace, Human Rights and Sustainable Development” and the “Virtue-Value-Action Framework” of the Türkiye Century Education Model.
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Key Findings & Data:The Virtue-Value-Action Framework in the Türkiye Century Education Model integrates national and universal values, aiming to nurture individuals as virtuous, responsible, cooperative, and peaceful citizens.
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Conclusion & Impact:The findings reveal a high degree of overlap between the two approaches in areas such as human rights, peace, cooperation, inclusivity, sustainable development, and global citizenship; moreover, the Virtue-Value-Action Framework strengthens United Nations Educational, Scientific and Cultural Organization’s vision at the local level through concrete value clusters and action-oriented teaching methods.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Türkiye Yüzyılı Maarif Modeli · Erdem-Değer-Eylem · değer eğitimi

Abstract

This study comparatively examines the common themes between United Nations Educational, Scientific and Cultural Organization’s “Recommendation on Education for Peace, Human Rights and Sustainable Development” and the “Virtue-Value-Action Framework” of the Türkiye Century Education Model. Conducted within a qualitative research approach, the study is designed as a review and utilizes document analysis technique under the scanning method to analyze reliable primary sources. The United Nations Educational, Scientific and Cultural Organization document emphasizes that education should not be limited to the transmission of academic knowledge alone but should adopt an inclusive, peace-focused, and sustainable approach encompassing ethical, social, and cultural dimensions. The Virtue-Value-Action Framework in the Türkiye Century Education Model integrates national and universal values, aiming to nurture individuals as virtuous, responsible, cooperative, and peaceful citizens. The findings reveal a high degree of overlap between the two approaches in areas such as human rights, peace, cooperation, inclusivity, sustainable development, and global citizenship; moreover, the Virtue-Value-Action Framework strengthens United Nations Educational, Scientific and Cultural Organization’s vision at the local level through concrete value clusters and action-oriented teaching methods.

Özet

Bu çalışma, Birleşmiş Milletler Eğitim, Bilim ve Kültür Teşkilatının “Barış, İnsan Hakları ve Sürdürülebilir Kalkınma için Eğitim Tavsiyesi” ile Türkiye Yüzyılı Maarif Modeli’nin “Erdem-Değer-Eylem Çerçevesi” arasındaki ortak temaları karşılaştırmalı olarak incelemektedir. Nitel araştırma yaklaşımıyla yürütülen çalışma, tarama yöntemi kapsamında doküman analizi tekniğini kullanarak güvenilir birincil kaynakları inceleyecek şekilde tasarlanmıştır. Birleşmiş Milletler Eğitim, Bilim ve Kültür Teşkilatı belgesi, eğitimin yalnızca akademik bilginin aktarımıyla sınırlı kalmaması; etik, sosyal ve kültürel boyutları kapsayan kapsayıcı, barış odaklı ve sürdürülebilir bir yaklaşımı benimsemesi gerektiğini vurgulamaktadır. Türkiye Yüzyılı Maarif Modeli'ndeki Erdem-Değer-Eylem Çerçevesi, ulusal ve evrensel değerleri bütünleştirerek erdemli, sorumluluk sahibi, iş birliğine açık ve barışçıl bireyler yetiştirmeyi hedeflemektedir. Bulgular, insan hakları, barış, iş birliği, kapsayıcılık, sürdürülebilir kalkınma ve küresel vatandaşlık gibi alanlarda iki yaklaşım arasında yüksek düzeyde örtüşme olduğunu ortaya koymaktadır. Ayrıca, Erdem-Değer-Eylem Çerçevesi, somut değer kümeleri ve eylem odaklı öğretim yöntemleri aracılığıyla Birleşmiş Milletler Eğitim, Bilim ve Kültür Teşkilatının vizyonunu yerel düzeyde güçlendirmektedir.

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Cite This Article

Nasırcı, H., Üredi, P., Sarıkayış, F., Kerkez, B. (2025). A Comparative Analysis of the “Recommendation on Education for Peace, Human Rights and Sustainable Development” and the Türkiye Century Education Model’s “Virtue–Value–Action Framework”. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 4, 595–604. https://doi.org/10.17556/erziefd.1765048

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