The aim of this study is to examine the specific objectives and learning outcomes of the Türkiye Century Education Model Secondary Education Visual Arts Course Curriculum in an interdisciplinary context. Accordingly, the research was conducted using the document analysis method within the framework of the qualitative research approach. The data obtained during the document analysis process were analyzed using the content analysis technique, and outcomes showing similar characteristics were interpreted by classifying them under certain themes. Based on the findings obtained, it was observed that six (37.5%) of the 16 specific objectives included in the Türkiye Century Education Model Secondary Education Visual Arts Course Curriculum were designed in accordance with the interdisciplinary approach. It was understood that the weight of learning outcomes considered to be designed in accordance with the interdisciplinary approach was limited to 47.1% across the program, and these outcomes were found most intensively in the preparatory class (75%) and weakest in the 10th grade (22.7%). When the curriculum was examined in a thematic context, it was seen that learning outcomes regarding the interdisciplinary approach were most intense in the theme of "the universe of art and technology" (79.4%) and at the most limited level in the theme of "art in the footsteps of time" (17.5%). Consequently, it was concluded that the suitability of the Türkiye Century Education Model Secondary Education Visual Arts Course Curriculum for interdisciplinarity is at a limited level.

Mathematical literacy encompasses students' abilities to formulate mathematical problems encountered in real-life contexts, use mathematics in the problem-solving process, and interpret the results obtained. Furthermore, it is considered a multifaceted skill area involving higher-order cognitive processes that support an individual's ability to apply mathematics in various situations. The aim of this study is to examine the effect of inquiry-based mathematics teaching on the development of mathematics literacy performance in gifted Year 7 students. The research was derived from a doctoral thesis conducted by the first author under the supervision of the second author. The research was conducted using a teaching experiment design within the scope of qualitative methods. The study group consisted of eight gifted students selected through criterion sampling. The teaching process was structured based on the guided inquiry approach and used PISA-style open-ended problems that supported active student participation. Data were collected through pre-, mid-, and post-clinical interviews and audio recordings. The clinical interviews were analysed using content analysis, while the teaching experiment session data were analysed using descriptive analysis. The findings revealed that inquiry-based teaching improved students' mathematical literacy performance and led to significant developments in their ability to understand problems and relate data and concepts within the formulation process.

This study aims to reveal the transformation of the Technology and Design curriculum in Türkiye by comparatively examining the curricula implemented in 2006, 2017, and 2018. The research is grounded in quantitative and qualitative data obtained from teachers’ and inspectors’ views on the 2006 curriculum and investigates the extent to which these views were reflected in subsequent revisions through document analysis. The curricula were compared in terms of aims, learning outcomes, vertical continuity, pedagogical orientations, and assessment approaches. The findings indicate that some criticisms were addressed in the 2017 and 2018 curricula through a reduction in learning outcomes, simplification of language, and increased flexibility. However, weak continuity across grade levels, limited instructional guidance, and persistent problems related to assessment practices and infrastructure were identified. In addition, the conception of technology has shifted from a production-oriented structure toward a framework-based approach, while digital competencies continue to be addressed at an instrumental level. Overall, the study concludes that curriculum effectiveness should be evaluated not only through textual revisions but also by considering.