ONÜŞGÜN, KübraDURUKOĞLU, Salim2026-04-042026-04-0420251302-5600https://doi.org/10.37669/milliegitim.1710093https://search.trdizin.gov.tr/tr/yayin/detay/1369356https://hdl.handle.net/11616/108188This study aims to examine the 2024 Turkish Language Curriculum in terms of creative writing. In the revised curriculum, it is important to investigate how a subject such as creative writing -which seeks to enhance higher-order thinking and the ability to express emotions and ideas -is addressed, to what extent it is included, and which learning outcomes support it. The study employed a qualitative case study design, one of the qualitative research methods. Data were obtained through a detailed examination of the Century of Türkiye Education Model Turkish Language Curriculum for Secondary Schools, prepared by the Ministry of National Education. Content analysis was used to analyze the collected data. Initially, a literature review on creative writing was conducted, and a list of key concepts identified in previous studies was compiled. These concepts were then presented to five Turkish language experts, who evaluated their appropriateness for the secondary school level. Each section of the curriculum was analyzed, and the frequency of key concepts -on which the experts reached a consensus- was recorded. These concepts included: creativity, creative writing, written production, literacy skills, writing skills, imagination, perspective, critical thinking, higherorder thinking, creative thinking, creative language, creative ideas, curiosity, fiction, brainstorming, mind mapping, free writing, empathy, originality, content creation, finding alternative solutions, character development, and dialogue formation. The findings revealed that the most frequently occurring concepts related to creative writing were literacy skills (f=248) and writing skills (f=118), while the least frequently occurring were fiction (f=1) and character development (f=3). Additionally, concepts such as higher-order thinking, originality, creative language, and written expression were also included in the curriculum. These results indicate that the curriculum was designed to promote the development of creative writing. It is recommended that the frequencies of concepts such as fiction, imagination, character creation, and dialogue formation be increased in order to support the production of more qualified and original written texts. © (2025), (T.C. Milli Egitim Bakanligi). All rights reserved.eninfo:eu-repo/semantics/openAccesscreative writingthe Century of Türkiye Education ModelTurkish educationTürkiye Yüzyılı Maarif ModeliTürkçe eğitimiwriting skillyaratıcı yazmayazma becerisiArticle54118722610.37669/milliegitim.17100932-s2.0-105030305999Q41369356