As the global learning environment increasingly aligns with the Sustainable Development Goals (SDGs), social sustainability, often described as the missing pillar of development, has gained a more central position in national education agendas. However, these global tendencies do not translate directly into local curricula, as sustainability constitutes a multidimensional framework shaped by contextual conditions, cultural negotiations, and policy-oriented discussions. This study presents an empirical analysis of the conceptualization of social sustainability within the framework of the Turkey Century Education Model (Türkiye Yüzyılı Maarif Modeli), introduced as part of a curriculum redesign in Turkey in 2024. Turkish Language and Literature textbooks used in Grades 9 and 10 are analyzed through Critical Document Analysis (CDA). A hybrid pedagogical model is developed by integrating the Virtue–Value–Action curriculum framework with the tripartite sustainability model formulated by Vallance et al. The findings indicate that Bridge Sustainability is evident through conceptual tools and performance-based activities promoting active and responsible citizenship. In contrast, Development Sustainability remains limited, particularly regarding gender equity and inclusive practices. Cultural continuity is prioritized over structural accommodation within the curriculum. Overall, the results suggest that the Turkey Century Education Model prioritizes cultural continuity while engaging with internationally valued competencies.
Yıldırım et al. (Mon,) studied this question.