DENİZ, SerkanİZCİ, Eyüp2026-04-042026-04-0420251302-5600https://doi.org/10.37669/milliegitim.1707590https://search.trdizin.gov.tr/tr/yayin/detay/1369382https://hdl.handle.net/11616/108187The aim of the research is to compare the 2018 and 2024 Human Rights, Citizenship and Democracy curriculum in terms of curriculum structure, curriculum elements, curriculum objectives, skills, values, measurement and evaluation approach, issues to be considered in practice, the number of forms taken as basis when preparing textbooks, dimensions of textbooks and the number of outcomes/learning outcomes. The data obtained in the research, which benefited from the document analysis, were analysed using descriptive analysis. It is seen that 29 learning outcomes in the 2018 curriculum were replaced by 20 learning outputs in the 2024 curriculum. It was also determined that the units were restructured as learning areas and their names were changed. Unlike the 2018 curriculum, the 2024 curriculum was prepared in a skill-based manner and based on an interdisciplinary approach; it was seen that it includes a differentiation section that includes “enrichment” activities for students with higher academic achievement levels than their peers and “support” activities for academic achievement levels lower than their peers. Furthermore, in the 2024 curriculum, it was determined that the ‘school-based planning’ section, which allows each school department to plan and implement independent educational activities, was included. © (2025), (T.C. Milli Egitim Bakanligi). All right reserved.eninfo:eu-repo/semantics/openAccesscitizenship educationcurriculum comparisonhuman rightsinsan haklarıkarşılaştırmaMaarif Modeliprogram değerlendirmeprogramme evaluationthe Century of Türkiye Education ModelTürkiye Yüzyılıvatandaşlık eğitimiöğretim programıArticle54194198610.37669/milliegitim.17075902-s2.0-105030076763Q41369382