ABSTRACT The purpose of this study is to examine the innovative approaches adopted in high school physics education within the framework of the Century of Türkiye Education Model (TYMM) and to explore the philosophical foundations underlying these approaches. The study argues that physics education is not limited to the transmission of factual knowledge but rather encompasses holistic processes of inquiry, reflection, value creation, and meaning construction. Conducted through a qualitative research design, this study employs the document analysis method. The data sources include official reports of the Ministry of National Education, secondary school physics curricula, and national and international literature on physics education. The findings indicate that TYMM encourages a shift from traditional, transmission-oriented teaching approaches toward a meaning- and value-based understanding of education. Furthermore, the integration of artificial intelligence, digital laboratories, and experimental simulations supports students’ cognitive, affective, and ethical development. As a result, the TYMM redefines physics education as an epistemological, ethical, and philosophical practice that aims to foster both scientific competence and humanistic awareness among students. Keywords: Century of Türkiye Education Model, Physics Education, Innovative Pedagogy, Philosophical Foundations, Digital Learning, Secondary Education