Exam and Competition-Oriented Education in Turkey: Effects, Results, and Solutions

This article examines the psychological, academic, and social effects of reducing the concept of success in the Turkish education system to an exam-centred structure.

The reflections of centralised exams such as LGS and YKS on individuals' self-perception, family relationships and social value structures are evaluated; the limitations of measurement and evaluation methods and families' misconceptions about success are discussed. In addition, the article questions how the system narrows down success based on 2025 exam data and its relationship with education quality, and offers solution proposals.

The Effects of Reducing the Concept of Success to Exam Results

Education systems must not only transfer knowledge but also support the intellectual, emotional, and social development of individuals. However, the education system in Turkey, especially in the last 30 years, has increasingly become exam-centred, competition-oriented, and measurement- and evaluation-based. As of 2025, approximately 1 million students have participated in the High School Transition System (LGS) and 2.5 million students have participated in the Higher Education Institutions Examination (YKS) (ÖSYM, 2025). These exams have become decisive for students' academic careers and social status.

· The Psychological Impact of Exams

The exam-based understanding of success has begun to determine not only students' academic lives but also their self-esteem, self-confidence, and self-perception. Research shows that exam failure can lead to depression, anxiety, and social withdrawal (Bayraktar & Gündoğdu, 2021). When students experience failure, they perceive themselves as ‘inadequate individuals,’ highlighting the psychological cost of the education system.

· Success and Labelling

Success gains meaning in proportion to the method used to measure it. In Turkey, multiple-choice exams such as LGS and YKS measure only a limited part of cognitive skills (memorisation and recall) (Demirtaş, 2019). However, higher-order cognitive skills such as analytical thinking, critical evaluation, and creative problem-solving are ignored in these exams, leading to the labelling of students: ‘The successful ones win, the rest are failures.’

The Role of Families: The Meaning Attributed to Success

· Narcissistic Projection and the Urge to ‘Achieve Through One's Children’

Families' perception of their children's academic success as a reflection of their own social prestige increases the pressure on children. This situation, especially in middle and upper-class families, leads to the use of LGS and YKS results as a kind of ‘status showcase’ (Yıldız, 2020). The idea of ‘I couldn't live, let my child live’ has a negative impact on intergenerational emotional transmission.

· Socioeconomic Disparities and Investment in Education

According to 2024 TÜİK data, 61% of households in Turkey allocate an average of 23% of their budget to educational expenses such as extra lessons, courses, or private tutoring for their children's exam success. However, these investments do not guarantee success and create significant inequality among low-income families. These investments undermine the principle of equal opportunity in education.

2025 Exam Data and Learning Deficiencies

These results show that students have serious deficiencies in basic academic competencies. Experts attribute this situation not only to the inadequacy of students but also to teaching methods that rely on memorisation and exam patterns (Ergün, 2025).

Real Success: Multidimensional Development

Education is not just about exam success. True success should be defined by multidimensional skills such as intellectual equipment, critical thinking, ethical responsibility, social competence, problem solving, lifelong learning, and adaptation to the environment (UNESCO, 2023). Turkey's student satisfaction, life satisfaction, and social skills scores are also low in the OECD's PISA assessments.

Example: According to 2022 PISA data, 67% of students in Turkey agree with the statement ‘If I am not successful at school, I will not be successful in life.’ This rate is twice the OECD average (OECD, 2022).

Discussion: The Need for a Paradigm Shift in Education

Test-focused education creates short-term success but hinders scientific production, cultural development, and economic growth in the long term. Turkey must invest not only in exams but also in school climate, teacher quality, student intrinsic motivation, and pedagogical diversity to improve the quality of education.

Conclusion

An education system that defines success solely by exams limits student development and deepens social inequalities. The disconnect between parents' expectations and assessment practices that are detached from reality exposes students to serious risks, both academically and psychologically.

Solution Recommendations:

· Alternative Assessment Methods: Methods such as portfolios, performance assessments, and project-based learning should be widespread. Students' projects, presentations, observation files, and performance work prepared throughout the year should be graded; these works should also be reflected in the central system.

· Reducing the Weight of Exams: In addition to centralised exams, school achievement scores, project scores, and social activity scores should also be included in the evaluation system for transition to high school and university.

· Psychological Counselling Services: Psychological support systems in schools should be strengthened to reduce exam pressure.

· Family Education Programmes: Seminars and guidance services should be increased to help families develop healthy expectations regarding education. Training on ‘realistic understanding of success,’ ‘healthy communication with children,’ and ‘emotional expectation management’ should be widespread for parents.

· Social Support Programmes to Reduce Inequalities in Education: Free tutoring, mentoring, internet and resource support should be provided in disadvantaged areas; access to education should be equalised.

· Teacher Training: Teachers should be repositioned as actors who support multidimensional learning, not just exam preparation.

· Aligning National Education Policies with International Performance Indicators: Policies and curricula should be reviewed and revised in areas where there is underperformance in assessments such as PISA and TIMSS (Trends in International Mathematics and Science Study).

References

Bayraktar, G., & Gündoğdu, K. (2021). Psychological Effects of Test Anxiety. Journal of Education and Psychology, 9(2), 4560.

Demirtaş, H. (2019). Effects of Test Systems on Education in Turkey. National Education Journal, 48(1), 6584.

Ergün, E. (2025). An Evaluation of the 2025 LGS and YKS Reports. Current Research in Education, 12(1), 3147.

OECD (2022). PISA 2022 Results: Country Note – Turkey. [https://www.oecd.org/pisa](https://www.oecd.org/pisa)

ÖSYM (2025). LGS and YKS Evaluation Report. [https://www.osym.gov.tr](https://www.osym.gov.tr)

UNESCO (2023). Reimagining Our Futures Together: A New Social Contract for Education.

Yıldız, B. (2020). The Meanings Families Attribute to Success in Education. Society and Education, 25(3), 101118.