Changing Curriculum, Changing Values? Thematic Transformation in Social Studies Curriculum

This study examines how values are represented in the 2018 and 2024 Social Studies curricula implemented in Türkiye. Using qualitative document analysis, the study explores how values are thematically structured, linked to learning outcomes, and pedagogically framed within the curriculum texts. The analysis is informed by critical, transformative, and social-emotional perspectives on value education. The findings indicate that while both curricula emphasize value education, the 2024 curriculum, developed in line with the Maarif Model, adopts a more integrated and systematic approach, particularly in terms of affective and social-emotional dimensions. Thematic content analysis further reveals that values are conveyed not only through explicit statements but also through implicit and hidden curricular structures. Visual tools such as Sankey diagrams and thematic maps were employed to enhance the transparency and interpretability of the analysis. Overall, the study offers a critical and comprehensive evaluation of value education in curriculum documents and provides insights for policymakers and curriculum developers during periods of curricular transition.