– Turkey’s centralized, ideology-driven curriculum likely shapes textbook content, yet this isn’t explored. Why are environmental topics underdeveloped? Is it neglect or deliberate avoidance of controversial issues (e.g., climate policy)?
– Surveys reveal textbook inadequacies, but did teachers adapt? How do students actually engage with the material? Without this, findings feel incomplete.
– Strictly applying Piaget’s stages ignores modern pedagogy. Could interactive or digital tools bridge the “abstract vs. concrete” gap better than textbook revisions alone?
– The study diagnoses issues but offers no actionable reforms. Should Turkey decentralize textbook development? Integrate NGOs? Without this, the research feels toothless.
