September 30, 2025Open Access

Differentiated Instruction in Practice: Primary Teachers Views on the Century of Türkiye Education Model

ETEzgi TozakOrdu University ÖTÖmer Faruk TamulOrdu University AKAycan KaşıkOrdu University

Key Points

Teachers view simplified content positively, yet they face challenges with the new curriculum arrangements impacting learning.
Support for activity-based approaches exists, but issues like crowded classrooms and inadequate materials hinder effective implementation.
Increased diversity in assessment practices is seen, though time management and ease of implementation remain problematic.
Despite a robust theoretical framework for support practices, practical implementation lacks necessary materials and guidance.

Abstract

The aim of this study is to evaluate the differentiated instruction approach implemented at the first-grade level within the scope of the Century of Türkiye Education Model (CTEM), based on the perspectives of primary school teachers. The study examines the classroom reflections of the support and enrichment dimension structured under the CTEM. Designed as a case study, one of the qualitative research designs, the study involved 10 primary school teachers, who had at least one student with special educational needs (SEN) in their classroom, and were working in public schools during the 2024-2025 academic year. The data were collected through semi-structured interviews and analyzed using the descriptive analysis method. The findings were presented within the framework of the following themes: content structure, instructional practices, assessment and evaluation processes, and support and enrichment practices. The teachers stated that they generally viewed the simplification of the content positively; however, they also emphasized that the new arrangements in Turkish, Life Sciences, and Mathematics curricula led to some challenges in students’ learning processes. Activity-based approaches were generally supported by the teachers; however, challenges related to the implementation process—such as crowded classrooms and lack of materials—were also highlighted. Although the diversity of assessment and evaluation practices increased, teachers pointed out certain limitations regarding time management and ease of implementation. While the theoretical framework for support and enrichment practices appeared to be strong, there were deficiencies in implementation support and availability of materials. In conclusion, although the differentiated instruction framework within the CTEM offers an inclusive theoretical structure, the conditions for practical implementation indicate a need for further improvement. In order to support the implementation of the model, it may be beneficial to provide guidance on differentiated content and offer material support in addition to teacher training.

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