This study examines the representation of artificial intelligence (AI) use in the intended Century of Türkiye Education Model (CTEM) K-8 curricula in Türkiye. This qualitative study collects data through document analysis. The data sources include the 24 CTEM K-8 curricula intended for use in Türkiye. The full dataset underwent content analysis. The data’s credibility was enhanced through expert review and prolonged engagement. Analysis of the data revealed that AI has been integrated into nine of the 24 CTEM K-8 curricula. In the English language (2–8th grades) and multilingual foreign language education model English language (5–8th grades) curricula where AI is emphasized the most, it is used to improve speaking and writing skills, vocabulary, pronunciation, grammar, and creative products. Global issue- and future-oriented tasks also address AI. The information technology and software curriculum (5–6th grades) covers fundamental concepts, ethics, security, AI applications, and block-based model development skills. The Turkish language curriculum (1–4th grades) especially introduces AI as a concept from an early age. Both the Turkish language (5–8th grades) and music (1–8th grades) curricula use AI in activities involving aesthetics, visualization, and creative expression. In the mathematics (5–8th grades) and social studies (4–7th grades) curricula, AI is used to raise social awareness in the context of statistical research and its impact on professions. In the physical education and sports curriculum (5–8th grades), AI is introduced as a tool to support physical activity and improve students’ communication skills.

Authors:
Koray Kasapoglu, Afyon Kocatepe University, Türkiye

About the Presenter(s)
Dr. Koray Kasapoglu is currently a Professor of Curriculum and Instruction at the Department of Educational Sciences, Faculty of Education, Afyon Kocatepe University, Afyonkarahisar, Türkiye.

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