Sakız, HalisÇuhadar, PınarÇirkin, Zeynep2022-11-102022-11-102022https://doi.org/10.1177/10567879221121638https://www.scopus.com/record/display.uri?eid=2-s2.0-85136573904&origin=SingleRecordEmailAlert&dgcid=raven_sc_affil_en_us_email&txGid=adc92c27e272c9be665fe6a1420c0383https://hdl.handle.net/20.500.12514/3172We explore how a social justice and capabilities perspective serves as a conceptual tool to understand the quality of education (QoE) in Turkey so that policy can be developed to make the education system inclusive of all learners, provide relevant education, and allow stakeholders’ democratic participation. We provide a critical discussion about the Turkish education system and continue with a critical analysis of the three interrelated dimensions of QoE from a social justice and capabilities perspective; that is, inclusive education, relevance, and democracy. Finally, we make recommendations to improve QoE in Turkey by strengthening social justice and developing appropriate capabilities in education.en10.1177/10567879221121638info:eu-repo/semantics/closedAccesscapabilities; democracy; inclusion; quality of education; social justice; TurkeyArticle2-s2.0-85136573904