According to Nurettin Topçu (2016), the causes of Turkey's crisis over the last two or three centuries can be found in education and culture. This is because "human quality," which is one of the root causes of the crisis, is inextricably linked to education and culture. Human quality in this context is heavily influenced by human nature, environment, and age. Depending on the circumstances of today, rapid change and transformation in fields like social, cultural, economic, and technological aspects differ from what people should know and be able to do. This necessitates the natural learning of values and the use of tendencies in diverse ways (MoNE, 2024). The concept of education should also be a holistic approach that strikes a balance between the changing and unchanging nature of human beings and the dynamics of the age in which we live. The concept of holistic here means addressing the mind, heart, body and soul together in education. The Turkish Education System is in search of a new model, and the “The Maarif Model Curriculum” (TYMM), which is the current reflection of this search, can be seen as the manifestation of a need. MoNE (2023), with the support of UNICEF. It is stated that this model, which has emerged as a prototype as a result of a long effort and labor, will be piloted in 2024 (as cited Akpınar, & Köksalan,2024). The Maarif Model Curriculum stands out as a key paradigm for shaping Turkey's educational policies. The Maarif Model Curriculum, inspired by its core values and designed to meet the needs of the twenty-first century (Karakoyun & Lindberg, 2020), focuses on more than just academic achievement.  It envisions an educational system that not only focuses on but also promotes the individual's overall development (Arslankara, V. B., & Arslankara, E.,2024).This qualitative research study will examine the implementation of the Turkey Century Maarif Model in grades 1, 5 and 9 in the 2024-2025 academic year. The participants in this study will selected from teachers in various types of primary, secondary and high schools in different provinces of Turkey. The goal of this study is to learn about teachers' experiences, opinions, and suggestions for implementing the newly developed curriculum, as well as to assess its strengths and areas for improvement. The research questions guiding this study are: (1.) What opinions and experiences do teachers have about the way the Maarif Model curriculum is being implemented in the first, fifth, and ninth grades? (2.)What impact does the curriculum have on students' learning outcomes and processes, in the opinion of teachers? (3.)Which curricular elements do you think will help your students learn the most? (4.) What difficulties do educators face when putting the curriculum into practice?(5.) What recommendations do educators have to make the curriculum better? By examining these perspectives, the study anticipates providing useful insights into the curriculum's applicability, effects on students, and challenges for educators.

Phenomenology, one of the qualitative research designs, will be applied in the study. According to Creswell (2013), the purpose of phenomenology as a research methodology is to examine and characterize the essence of experiences from the perspectives of those who have them. 20 1st, 5th and 9th grade teachers from different provinces of Turkey will be determined as a sample. Maximum diversity will be used to start the sampling process and then the snowball technique will be used. Interview technique will be used to collect data. Semi-structured interview form will be created and the process will proceed by conducting one-on-one interviews with each participant via Zoom. Explanation was used to rephrase questions that the participants did not understand (Shenton, 2004). Before starting the interviews, permission was obtained to record the participants. Zoom recordings will be used to create interview transcripts for participants who gave permission. For participants who refused to record the interview, notes will be taken and the interview will be completed. MAXQDA software was used for coding to conduct an in-depth analysis of the interview results. Content analysis will be applied according to the collected data. At this point, the researcher will code the interviews with MAXQDA and create sub-themes.

The expected result of this study is that for the Turkish Century Education Model to be implemented effectively, the involvement of teachers in the process and the preparation of teachers by increasing the quality of in-service training are of critical importance. Supporting teachers with adequate guidance and professional development training will contribute to the successful implementation of the curriculum. In particular, a comprehensive preparation process and pilot applications will provide the opportunity to identify possible difficulties that may be encountered in the implementation of the curriculum in advance and produce solutions. However, another expected result will be the difficulty of integrating the skills and values in the curriculum with all courses. In addition to the expected negative results, it can be concluded that the holistic approach of this program is appreciated and that it can be more beneficial to education with a good support mechanism. The significance of this study lies in the comprehensive analysis of both positive and negative perspectives related to The Maarif Model Curriculum and provides valuable insights for policy makers and educators

Akpınar, B., & Köksalan, B. (2024). The need for education and curriculum renewal in education: A theoretical analysis through the Turkish Century Education Model. Journal of History School, 68, 27-48. Arslankara, V. B., & Arslankara, E. (2024). The philosophical foundations of the Turkish Century Education Model: An evaluation from ontological, epistemological and axiological perspectives. Istanbul Journal of Education, 1(1), 121-145. Karakoyun, F. & Lindberg, O. (2020). Preservice teachers’ views about the twenty-first century skills: A qualitative survey study in Turkey and Sweden. Education and Information Technologies, 25, 2353-2369. https://doi.org/10.1007/s10639-020-10148-w Ministry of National Education. (2024). Türkiye's Century of education Retrieved from https://tymm.meb.gov.tr/.