Özet:
The solution to global problems arising from the pollution of soil, water, and air
ecosystems due to the unconscious use of natural resources and excessive
consumption is a vital issue. Since this issue is vital, it is recognised worldwide that
quality education plays an important role in the realisation of sustainable development.
For this reason, many countries are updating their curricula to raise individuals with
high awareness. This study aimed to evaluate whether the learning outcomes in the
physics curriculum published in 2024 were associated with the 2030 development goals
of the United Nations. In line with this, the document analysis method determined
which units included sustainability in the curriculum at each grade level. It was
concluded that the principles of interdisciplinarity, holism, vitality, inquisitiveness,
flexibility, participation, innovative learning, learning by doing, learning by living,
frugality, efficiency and effectiveness, continuity and suitability to nature were included
in the programme and it was aimed to provide the skills related to sustainability within
the scope of ‘reading skills’. Within the framework of the programme, although there is
an emphasis on application and experimentation in the lessons in order to enable
students to learn by feeling, the lack of a field study and a needs analysis on the
laboratory facilities of the schools and the knowledge and skills of the teachers to carry
out this programme was considered as an important deficiency. After the programme is
put into practice, research should be conducted at each grade level about the success
of the practice programme, and feedback should be given.
