This study investigates the way human rights education is covered in Social Studies and Civics lesson curricula and textbooks in Türkiye. The investigation included the analyses of 2018 Human Rights, Citizenship and Democracy Curriculum; Human Rights and Civics Education Curriculum as updated in 2024 and textbooks published by the Ministry of National Education. The main purpose of the study is to depict how the learning outputs in the curricula and textbooks are represented within the framework of generations of human rights.The research that was conducted through the document analysis method evaluated the way learning outcomes were handled in the curricula and textbooks within the context of first-generation rights, second-generation rights, third-generation rights, and fourth-generation rights. The findings indicated that, in the 2018 curriculum, classical right categories were emphasized more whereas, in the 2024 curriculum, third-generation rights, such as environment, peace, and solidarity were more prominent. Showing parallels with these tendencies, textbook findings revealed that children’s rights, environment and civics themes, and generations of rights were covered in balance, particularly; however, fourth-generation rights found a limited cover. As a result of the study, it was found that human rights education in Türkiye showed a developing stance within the curricula and textbooks and that contemporary right areas alongside classic rights became gradually more visible. The research showed that human rights education is not limited to the transfer of knowledge, rather, it is also significant in terms of developing critical thinking, inclusivity, and democratic involvement skills. The findings revealed that the curricula and textbooks were in transformation in alignment with global discussions and human rights education could be addressed in a more holistic approach in the future. In this context, it was recommended that third and fourth-generation rights be integrated into the curricula and textbooks more strongly, supported by teacher training.
Çopur et al. (Tue,) studied this question.