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Dergiler / Aydın Tömer Dil Dergisi / 2026 / Cilt: 11 Sayı: 2

Birleşmiş Milletler Sürdürülebilir Kalkınma Hedeflerinin Yabancı Dil Olarak Türkçe Öğretimi Setlerindeki Yeri

The Place of the United Nations Sustainable Development Goals in Turkish as a Foreign Language Teaching Sets

Özlem Batmaz(GAZİANTEP ÜNİVERSİTESİ, GAZİANTEP EĞİTİM FAKÜLTESİ)0000-0002-3604-9231
Kadir Kaan Büyükikiz(GAZİANTEP ÜNİVERSİTESİ, GAZİANTEP EĞİTİM FAKÜLTESİ)0000-0001-6727-0273
Sayfa
591–625
Yayın Tarihi
2026-09-21
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Ayrıca, hedeflerin özellikle çevresel boyut kapsamında daha yoğun biçimde temsil edildiği görülmüştür.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu araştırmada, yabancı dil olarak Türkçe öğretimi setlerinin sürdürülebilir yaşam kültürünü taşıma potansiyeli belirlenmeye çalışılmıştır.
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Temel Bulgular & Veri:Bu doğrultuda, Birleşmiş Milletler Sürdürülebilir Kalkınma Hedeflerinin, öğrencilerin dil öğrenme sürecinde etkileşim hâlinde oldukları öğretim setlerindeki yeri ve görünürlüğü incelenmiştir.
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Sonuç & Katkı:Ayrıca, hedeflerin özellikle çevresel boyut kapsamında daha yoğun biçimde temsil edildiği görülmüştür.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Birleşmiş Milletler sürdürülebilir kalkınma hedefleri · Sürdürülebilirlik · Yabancı Dil Olarak Türkçe Öğretimi

Özet

Bu araştırmada, yabancı dil olarak Türkçe öğretimi setlerinin sürdürülebilir yaşam kültürünü taşıma potansiyeli belirlenmeye çalışılmıştır. Bu doğrultuda, Birleşmiş Milletler Sürdürülebilir Kalkınma Hedeflerinin, öğrencilerin dil öğrenme sürecinde etkileşim hâlinde oldukları öğretim setlerindeki yeri ve görünürlüğü incelenmiştir. Araştırma kapsamında, Gazi TÖMER Yabancılar için Türkçe Öğretimi Setlerinin B1, B2 ve C1 düzeylerinde yer alan sürdürülebilir kalkınma hedefleri, temel dil becerilerine göre yüzde ve frekans değerleriyle analiz edilmiştir. Ayrıca setlerde yer alan sürdürülebilir kalkınma ifadelerine yönelik örnekler, düzeylere göre sunulmuş ve bu ifadelerin sürdürülebilir kalkınmanın ekonomik, sosyal ve çevresel boyutlarına göre dağılımı belirlenmiştir. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Gazi TÖMER öğretim setleri içerik analizi yöntemiyle ve betimsel istatistikler yardımıyla çözümlenmiştir. Sürdürülebilir kalkınma hedeflerinin geçtiği ifadeler veri setine kodlanmış ve sürdürülebilirlik temalarına göre kategorize edilmiştir. Araştırmanın sonucunda, sürdürülebilir kalkınma hedeflerinin düzeyler ve üniteler arasında dengeli biçimde dağıldığı; hedeflerin en çok okuma becerisine yönelik etkinliklerde yer aldığı; sınırlı da olsa yazma, konuşma ve dinleme becerilerine yönelik etkinliklerde de bulunduğu belirlenmiştir. Ayrıca, hedeflerin özellikle çevresel boyut kapsamında daha yoğun biçimde temsil edildiği görülmüştür.

Abstract

This study aimed to determine the potential of Turkish as a foreign language teaching sets to convey a culture of sustainable living. To this end, the presence and visibility of the United Nations Sustainable Development Goals (SDGs) in the teaching sets with which learners interact throughout the language learning process were examined. Within the scope of the study, the Sustainable Development Goals included in the B1, B2, and C1 levels of the Gazi TÖMER Sets for Teaching Turkish as a Foreign Language were analyzed in terms of frequency and percentage across the basic language skills. In addition, examples of statements related to sustainable development in the teaching sets were presented according to proficiency level, and the distribution of these statements across the economic, social, and environmental dimensions of sustainable development was determined. Document analysis, a qualitative research method, was employed in the study. The Gazi TÖMER teaching sets were examined through content analysis, supported by descriptive statistics. Statements referring to the Sustainable Development Goals were coded into the dataset and categorized according to sustainability themes. The findings revealed that the Sustainable Development Goals were evenly distributed across proficiency levels and units and were most frequently represented in activities targeting reading skills. Although to a lesser extent, the goals were also represented in activities targeting writing, speaking, and listening skills. Furthermore, the goals were more extensively represented within the environmental dimension of sustainable development.

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Bu Makaleye Atıf Yap

Batmaz, Ö., Büyükikiz, K. K. (2026). Birleşmiş Milletler Sürdürülebilir Kalkınma Hedeflerinin Yabancı Dil Olarak Türkçe Öğretimi Setlerindeki Yeri. Aydın Tömer Dil Dergisi, Cilt: 11 Sayı: 2, 591–625. https://ajindex.com/articles/1458747

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