This study systematically examines the core components of the Personal, Social, Health and Economic (PSHE) curriculum implemented in primary schools in the United Kingdom, to evaluate the structural integrity, developmental progression and pedagogical orientations of the curriculum within an analytical framework, and to draw conclusions in this direction by revealing the principles of quality practice that support students’ holistic development. The research was conducted based on the document analysis method from qualitative research designs; official curriculum documents, teaching frameworks, and achievement structures were examined through a multi-stage analytical process in terms of content, thematic organisation, developmental continuity, and pedagogical consistency. During the analysis process, the conceptual foundations of the curriculum, the horizontal and vertical alignment of learning areas, the way skills and values are structured according to age levels, and the curriculum's capacity to support students' holistic development were evaluated using a critical synthesis approach. The research findings reveal that the PSHE curriculum offers a holistic and developmentally progressive framework structured under the headings of “Health and Wellbeing,” “Relationships,” and “Living in a Wider World” for the process from nursery to Year 6. Furthermore, it was determined that the curriculum exhibits a progressive structure that supports the integrated development of cognitive, affective, and social skills, and contains a consistent pedagogical progression aimed at developing students' self-awareness, social responsibility, and civic participation skills. This study not only defines the structural characteristics of the PSHE curriculum but also provides a critical evaluation in terms of developmental continuity, pedagogical consistency, and capacity to support holistic development, offering theoretical and practical insights into value-based and skill-focused curriculum design.

The social sciences play a crucial role in helping younger generations understand complex global issues, develop critical thinking skills, and actively participate in society as ethical and informed citizens in the digital age. Therefore, many countries are increasingly integrating social science competencies into their educational programs. In this context, the present study aims to examine the extent to which social science skills are incorporated into pre-school, primary, secondary, and high school curricula published in 2024. The study was conducted using a document analysis design, a qualitative research method. A total of 26 curricula published in 2024 were analyzed, and social science skills were identified in 11 of these programs. These skills were most frequently observed in the Philosophy, History, and Turkish Republic Revolution History and Kemalism (8th grade) courses. The findings further revealed that certain skills—namely, SBAB12 (Logical Reasoning) and some integrated skills (SBAB1.1, SBAB7.7, and SBAB7.8)—among the 17 social science skills defined in the Century of Türkiye Education Model were not included in any learning outcomes. In total, social science skills were present in 211 out of 2,939 learning outcomes (7%) across the 26 curricula examined. However, only 52 of these outcomes (23.7%) reflected the highest level of skill integration involving all integrated skills, while 85 outcomes (40.28%) demonstrated either full or partial use of social science skills at this level. These findings indicate that a holistic structure in the teaching of social science skills has not yet been fully achieved.

This study aimed to examine the relationship between digital gaming addiction and attention difficulties in middle school students, and to investigate the differentiating roles of gender, grade level, and daily gaming duration. The study employed a quantitative descriptive and correlational design. Data were collected from 386 students (192 male, 194 female; Mage = 12.44, SD = 1.12) attending four public middle schools in different provinces of Turkey through voluntary online participation between December 2025 and January 2026. The Digital Gaming Addiction Scale (DGAS) and the Attention Difficulty Assessment Scale (ADAS) were used as measurement instruments. Independent samples t-tests, one-way ANOVAs, and multiple linear regression analyses were conducted. The findings indicated that male students had significantly higher scores than female students in both digital gaming addiction and attention difficulties. Additionally, average scores showed a notable increase in higher grade levels (7th and 8th grades). Both variables also rose substantially with longer daily gaming durations. Correlation analysis indicated a moderate-to-strong positive association between digital gaming addiction and attention difficulties (r = .54, p < .01). Regression analysis demonstrated that gaming addiction subscales and daily gaming duration significantly predicted attention difficulties (R² = .46). Findings are discussed within the framework of existing literature, and recommendations for prevention and intervention programs are provided.

Curriculum is a central governance instrument in contemporary higher education systems. Expanding regimes of accountability, regulation and strategic coordination increasingly shape curriculum design. These regimes position pedagogy with market outcomes, inclusion mandates and institutional legitimacy. This paper introduces the concept of ideological curriculum saturation to explain how plural institutional logics reshape curriculum purpose and structure. Drawing on institutional logics theory and a qualitative comparative multi-case analysis of higher education in England and Ghana, the study examines how regulatory demands, market rationalities, developmental priorities and academic traditions converge in curriculum artefacts. The findings demonstrate that curriculum functions as governance infrastructure from which institutions translate and stabilise competing external expectations. Saturation emerges from five mechanisms: compliance encoding, purposive expansion, documentation layering, strategic mediation and identity scripting. These mechanisms generate dense curriculum architectures that carry multiple legitimacy claims simultaneously and strain pedagogical coherence. The study advances a theoretical model of ideological curriculum saturation and reframes curriculum as an institutional phenomenon shaped by governance density and plural legitimacy regimes.