Epistemology in the Curriculum: A Comparative Analysis of the International Baccalaureate Diploma Programme Theory of Knowledge and the Turkish Ministry of National Education’s Theory of Knowledge

Abstract

Epistemology courses are increasingly used to cultivate critical thinking and responsible knowledge use, yet international and national implementations may reflect different curricular logics. Comparing the International Baccalaureate (IB) Theory of Knowledge (TOK) and Turkish Ministry of National Education (MEB) Theory of Knowledge illuminates how global inquiry and local civic aims are translated into design and assessment. This matters for curriculum theory and practice because it clarifies actionable levers for balancing international-mindedness with cultural grounding in secondary education. The purpose of this study is to conduct a systematic comparative document analysis of the IB Theory of Knowledge and the Turkish Ministry of National Education’s Theory of Knowledge curriculum in order to identify their underlying curricular logics, points of convergence and divergence, and implications for curriculum design and epistemology education. A qualitative document analysis was conducted on the official IB TOK Guide (first assessment 2022) and the MEB Theory of Knowledge instructional guide (2009). Using comparative thematic coding across four categories: (1) aims and vision, (2) content/structure, (3) pedagogy, and (4) assessment, the data were synthesized into comparative matrices to identify convergences and divergences. Thus, the findings solely reflect the intended curriculum rather than classroom enactment. Both curricula promote critical reflection and ethical responsibility. However, IB’s TOK emphasizes open-ended inquiry, interdisciplinarity, and international-mindedness, operationalized through a globally standardized essay and exhibition. MEB’s Theory of Knowledge foregrounds structured epistemology, civic/national values, and applied learning, assessed via projects, portfolios, and examinations aligned with national priorities. Epistemology can be embedded through distinct yet complementary logics, inquiry-oriented globalism and value-grounded civic education. The study offers design principles for curriculum developers and teacher educators seeking to integrate both approaches, enabling secondary curricula that prepare learners for participation in both global and national communities.