Bridging creativity and innovation: A comparative policy study on integrating art and technology into English language teaching in Turkey

Abstract

This study examines how recent English Language Teaching (ELT) policies in Turkey frame the integration of creativity, visual arts, technology, and project-based learning (PBL), and how these policy intentions are reflected in classroom practice. The study adopts a qualitative design, combining document analysis of key policy texts, including the 2018 ELT curriculum, the Education Vision 2023, and the Common European Framework of Reference for Languages (CEFR), with a thematic synthesis of empirical studies published after 2018. A PRISMA-informed approach was used to systematically select studies focusing on grades 2 to 8 in the Turkish context. The findings indicate that policy documents strongly promote learner-centered pedagogy, digital integration, and twenty-first-century skills. However, a persistent gap exists between policy intentions and classroom implementation. Although teachers generally hold positive attitudes toward innovative practices, their application remains limited and inconsistent. Creative and technology-supported approaches are often implemented in intervention-based contexts rather than in routine teaching. Similarly, visual arts are used as supplementary tools, and PBL is rarely applied due to structural constraints such as time limitations and exam-oriented systems. Overall, the study highlights partial alignment between policy and practice, emphasizing the need for stronger support to translate policy into effective classroom implementation.