This study examines the ecopedagogical content of middle school EFL coursebooks published by the Turkish Ministry of National Education, which are currently used in public schools. Utilizing qualitative content analysis, the written and auditory materials in four selected coursebooks, which are used at the 5th through 8th grades in public schools, were evaluated based on six ecopedagogical criteria proposed by Gaard (2008) for children’s environmental literature: teaching about, in, and through the social and natural environment; teaching the connections of sustainability; urgency; and praxis. The findings of the study indicate that the 7th grade coursebook contains the highest number of ecopedagogical activities, whereas the 5th grade coursebook includes the fewest. Additionally, the analysis revealed significant variation in the distribution of the six ecopedagogical criteria across the activities in the four coursebooks. The criterion most frequently addressed in the activities was “teaching about the social and natural environment”. In light of this, the study offers recommendations for incorporating the remaining ecopedagogical dimensions into coursebook activities and highlights the need for further research across different grade levels.

The purpose of this study is to evaluate the status of the preschool education program developed based on the 21st Century Türkiye Maarif Model and to analyze the effectiveness of the model through Eisner’s Educational Criticism Model. In the research, the qualitative research method was adopted as the model, and the case study design was preferred as the pattern. The study group of the research consists of a total of 15 preschool teachers who provided education to 5-year-old children in public kindergartens in the Kırıkhan district of Hatay province during the 2024–2025 academic year. In the selection of participants, the criterion sampling method was used. A semi-structured interview form was employed as the data collection tool, and the data obtained were analyzed through descriptive analysis and content analysis methods. The data obtained from the research were examined and analyzed within the framework of the four basic dimensions of Eisner’s Educational Criticism Model, namely description, interpretation, evaluation, and thematization. The results of the study revealed that teachers evaluated the preschool education programs developed in accordance with the 21st Century Türkiye Maarif Model as innovative programs that respond to the needs of the era, are suitable for the developmental level of children, and support holistic development. The research also yielded findings that certain negative situations were experienced during the implementation of the education program, such as a lack of materials, an insufficient number of activities, and inadequacy of in-service training for teachers. In the study, teachers suggested that for the education program to be implemented more effectively, guidance activities and in-service training should be increased.