This study aimed to explore preschool teachers’ evaluations of the 2024 Türkiye Century Education Model Preschool Education Program. The study was conducted using a phenomenological design within the framework of qualitative research. The study group consisted of 30 preschool teachers working in kindergarten classrooms affiliated with primary and secondary schools in the Buca district of İzmir. Data were collected through a semi-structured interview form developed on the basis of the context, input, process, and product dimensions of Stufflebeam’s CIPP evaluation model. The data obtained from the interviews were analyzed through themes, subthemes, and codes, and the inter-coder agreement rate was calculated as 89%. The findings indicated that the teachers generally viewed the program’s emphasis on holistic development, values education, skills-based learning, and child-centered practices positively. The participants stated that play-based and experiential learning practices enhanced children’s motivation to learn and contributed to the retention of acquired knowledge. However, the program’s extensive and complex content, insufficient in-service training, increased teacher workload, limited materials and resources, and disparities in opportunities among schools were identified as the main challenges encountered during implementation. The teachers also regarded family involvement as a key factor influencing the success of the program but reported that parents did not participate in the process at an adequate level. The results revealed that ensuring the effective and sustainable implementation of the program requires providing teachers with practice-oriented training, making the program content clearer and more flexible, improving material resources, and strengthening families’ participation in the educational process.
Türkiye Century Education Model, preschool education program, preschool teacher, teachers’ views, CIPP evaluation model.