مطالعۀ تطبیقی برنامۀ درسی دورۀ متوسطۀ ایران و ترکیه در راستای فرزندآوری

چکیده مقاله

The present study aimed to compare the secondary school curriculum in Iran and Türkiye with respect to the promotion of childbearing. The study employed a qualitative comparative approach using Bereday’s model, and the countries were selected based on the strategy of “most similar social systems with different educational outcomes.” The findings indicated that both countries emphasize the importance of family and moral values within their philosophical foundations of education. Moreover, shared educational objectives were identified in both curricula, including the enhancement of responsibility and preparation for future life. The content of the two curricula was also similar in addressing reproductive health, family health, and demographic issues. However, the two curricula differed in their philosophical orientation, particularly regarding the extent to which religion is incorporated. In addition, the goals of fostering critical thinking and problem-solving skills were more strongly emphasized in the Turkish curriculum than in the Iranian curriculum. Certain courses, such as Family in Social Life in Türkiye and Ahkam (Islamic rulings) in Iran, were also identified as distinctive curricular differences. Based on the findings, it is recommended that topics such as genetics, reproductive health, and the economic and social dimensions of childbearing be incorporated into secondary school curricula in both countries. Furthermore, curriculum planners in Iran are advised to place greater emphasis on teaching skills such as critical thinking, decision-making, problem-solving, and awareness of the challenges of married life across different subjects. Curriculum planners in the Turkish educational system are also encouraged to pay greater attention to the religious dimensions of childbearing, sex education, and health education during natural crises and disasters.