In the province of Bursa, the Ministry of National Education has implemented an innovative initiative entitled “Okulun Ötesinde” (Beyond the School). Developed under the coordination of the local education authorities, the project seeks to expand learning beyond classroom walls and position the city itself as an active educational environment.
By integrating museums, historical sites, science centers, and cultural institutions across Bursa into structured educational pathways, the initiative reflects a CCC-like approach that combines culture, citizenship, and academic development within a coherent framework.
Bursa as an Extended Classroom
Bursa offers a unique educational landscape. As a former Ottoman capital and a city rich in industrial, cultural, and natural heritage, it provides diverse learning environments that complement formal schooling.
Within the “Beyond the School” project, students participate in carefully planned visits and thematic activities connected to the curriculum. These activities are not isolated excursions; they are embedded within pedagogical objectives designed to:
- Strengthen connections between theory and practice;
- Foster inquiry-based learning;
- Encourage students to explore their local environment as a source of knowledge.
Through this approach, Bursa itself becomes an “extended classroom,” where history, science, arts, and civic life are experienced directly.
Culture and Heritage as Pedagogical Resources
Bursa’s rich heritage plays a central role in the project. Educational visits to museums, historical monuments, and cultural venues allow students to connect academic content with tangible experiences.
By engaging with their city’s architectural, historical, and cultural assets, students are encouraged to:
- Develop a stronger sense of local identity;
- Interpret heritage through critical thinking;
- Understand the continuity between past and present.
Culture is not treated as a supplementary activity, but as a structured learning resource that supports academic comprehension and reflective thinking — a principle closely aligned with CCC philosophy.
Citizenship and Community Engagement
The project also emphasizes civic awareness and collective responsibility. By interacting with public institutions and community spaces in Bursa, students gain a deeper understanding of how their city functions socially and culturally.
This dimension helps to:
- Strengthen awareness of public spaces and shared responsibility;
- Promote respect for cultural and environmental heritage;
- Encourage active participation in community life.
In this sense, “Beyond the School” contributes not only to academic progress but also to the development of socially engaged and responsible young citizens.
Academic Reinforcement Through Experiential Learning
Experiential learning activities in Bursa directly support students’ academic performance. When theoretical knowledge is contextualized within real environments, students can:
- Consolidate subject knowledge;
- Increase motivation toward school subjects;
- Develop interdisciplinary thinking;
- Build self-confidence through active participation.
Learning becomes more meaningful when students recognize its relevance within their own city and daily lives. This holistic model aligns with CCC’s vision of combining academic support with broader personal development.
A Collaborative Local Educational Ecosystem
The success of “Beyond the School” in Bursa relies on coordination between schools, local education authorities, and cultural institutions. This collaborative framework ensures safety, coherence, and pedagogical consistency.
By fostering cooperation across institutions, the project demonstrates that educational success is a shared responsibility. It positions Bursa as a city where multiple actors contribute to students’ growth.
A CCC-Like Educational Vision in the Turkish Context
“Beyond the School” in Bursa illustrates how structured out-of-school learning can reinforce academic continuity while promoting cultural awareness and civic engagement.
By transforming Bursa into a dynamic learning environment, the project affirms that education is not confined to the classroom. Instead, it is enriched through collective experiences, discovery, and interaction with the community.
In this way, the initiative embodies a CCC-like vision: education as a holistic process that integrates culture, citizenship, and academic success within a coherent and locally rooted framework.