Comparative study of visual arts curricula for secondary education institutions of Ukraine and Turkey

Abstract

This article presents a comparative analysis of visual arts curricula in secondary education institutions in Ukraine and Turkey. The curricula of both countries are examined in terms of objectives, content, teaching-learning processes, and assessment systems. The study employs George Bereday’s four-stage model of comparative education alongside descriptive analysis. The findings reveal that Turkey’s curriculum emphasizes practical skills and the preservation of cultural heritage, while Ukraine’s program is based on theoretical foundations and aligns with a European-centered approach. Significant differences are also identified in the organization of instructional processes and assessment methods. The study highlights that art education is not limited to the development of technical skills but is a holistic system that fosters cultural identity and aesthetic sensitivity in individuals.

Object. The purpose of this study is to conduct a comparative analysis of the visual arts curricula in general secondary education institutions in Ukraine and Turkey. The study aims to identify the key goals, content structure, learning outcomes, and assessment strategies of both countries’ art education systems within their cultural, social, and political contexts.

Methods. The research is based on George Bereday’s four-stage model of comparative pedagogy and descriptive analysis. The content of the curricula is examined across components such as learning goals, competencies, educational processes, and evaluation methods (Bereday, 1964).

Results. The Ukrainian curriculum is characterized by a holistic, interdisciplinary, and value-oriented approach, emphasizing cultural identity, critical thinking, and personal expression through art. In contrast, the Turkish curriculum is structured, discipline-based, and focused on the transmission of technical skills and cultural heritage. While both countries’ programs highlight creativity and aesthetic sensitivity, their philosophical foundations and pedagogical priorities differ significantly. Ukraine favors emotional and ethical dimensions, whereas Turkey emphasizes measurable outcomes and artistic production.

Conclusions. The study reveals that both curricula reflect their respective educational philosophies and cultural priorities. Turkish art education aims to preserve national culture and develop practical skills, while Ukrainian art education promotes personal development, intercultural awareness, and social sensitivity. These findings may serve as a foundation for future educational reforms and policy development aimed at balancing creativity, technical competence, and cultural relevance.