Akademik Veri Yönetim Sistemi
Turkish Studies – Educational Sciences, cilt.20, sa.4, ss.779-796, 2025 (TRDizin)
This study comparatively examines how technology education is structured in primary school curricula in Türkiye and Finland in terms of courses and grade levels. Designed as a document-based qualitative case study, the research analyzes official primary school curricula covering Grades 1–4 in Türkiye and Grades 1–6 in Finland using content analysis. The findings show that in both countries, technology education is addressed through an integrated, cross-curricular approach rather than as a standalone subject. However, notable differences emerge regarding the scope and systematic nature of this integration. In Türkiye, technology-related objectives are concentrated in specific subjects and are not evenly distributed across all compulsory courses. In contrast, Finland demonstrates a more comprehensive integration, with technology education objectives embedded across nearly all primary-level subjects and aligned with cross-curricular competence areas. Finland is also found to offer a broader framework in terms of the number of technology-related objectives. The study highlights that the effectiveness of technology education depends not only on its presence in curriculum documents but also on implementation conditions such as policy support, digital infrastructure, and teachers’ professional development. In this respect, the findings provide evidence-based implications for curriculum development and educational policymaking, particularly in the context of Türkiye.