Sustainable peace and social harmony can be achieved if education systems become inclusive and include individuals with different needs equally and fairly. In inclusive education, the compatibility of curricula with an inclusive structure is an important issue. This research aims to analyze and compare the Turkish and German secondary education English curricula in the context of inclusive education. The study was designed as a qualitative case study. During data collection, document analysis was applied. The data were analyzed by using descriptive and content analyses. The results show that 8.1% of the learning outcomes in the Turkish curriculum are related to inclusive education, while in the German curriculum, this figure is 17.9%. Moreover, in the Turkish curriculum, among the learning outcomes related to inclusion, the most outcomes are related to recognition of differences, and the fewest outcomes are related to the dimension of interaction. In the German curriculum, the most outcomes are in the dimension of interaction and the fewest in the dimension of recognition. Furthermore, the Turkish curriculum includes sub-dimensions of inclusive education but lacks a certain depth. On the other hand, the German curriculum includes only some sub-dimensions of inclusive education, but these are covered in depth.
ÇİÇEK et al. (2026) studied this question.