Constitutional Instruction in Secondary School History Textbooks in Turkey and Around the World: Comparative Pedagogical Approaches

Abstract

The aim of this study is to examine the ways in which the topic of the constitution is addressed in secondary school history textbooks in Türkiye, the United States, Germany, the United Kingdom, France, and India from a comparative pedagogical perspective. Constitutions are not merely legal documents; they play a significant role in the formation of citizenship awareness, the transmission of democratic values, and the understanding of fundamental rights and freedoms. Therefore, the pedagogical presentation of constitutional topics in textbooks is of critical importance. This study adopts a qualitative research design based on document analysis, and the data were analyzed using qualitative content analysis. Secondary school history textbooks used in Türkiye were compared with those from the United States, Germany, the United Kingdom, France, and India. The analysis focused on pedagogical approaches, content organization, the depth of constitutional concepts, and elements that promote critical thinking. The findings indicate that in Türkiye, constitutional topics are generally addressed in a superficial, memorization-oriented manner, offering limited opportunities for student participation and critical engagement. In contrast, student-centered practices are prominent in the other countries examined, such as constitutional convention simulations in the United States, democratic consciousness-building activities grounded in confrontation with a totalitarian past in Germany, and the ideological and historical transmission of constitutional values rooted in the post-revolutionary context in France. In conclusion, the study emphasizes the need for a more in-depth, inquiry-based, and pedagogically diverse approach to constitutional education in Türkiye. Presenting constitutional topics in history textbooks not only as historical documents but also as living social contracts plays a crucial role in fostering students’ democratic awareness and developing their active citizenship skills.