The Tanzimat Edict represents a significant turning point in the history of the Ottoman Empire. The Westernization efforts initiated under Sultan Mahmud II evolved into a broader process of institutional reform with the proclamation of the Tanzimat Edict, leading to profound transformations across the empire’s political and bureaucratic structures. Educational institutions were naturally influenced by this wave of reform, and new schools and institutes were established in line with the spirit of Tanzimat. This reform process, which began with the founding of secondary schools 8 Rüşdiyes 8 in honour of Mustafa Reşid Pasha, often referred to as the “father of Tanzimat,” gradually expanded to encompass institutions at other educational levels. In 1868, the Galatasaray Mekteb8i Sultanîsi (Lycée Impérial Ottoman de Galata8Serai) was founded with the status of a college, and in 1869, during the tenure of Safvet Pasha as Minister of Education, the Regulation on Public Education (Maarif8i Umumiye Nizamnamesi) was issued, laying the legal foundation for the Tanzimat8era educational system.

When we examine the educational institutions established during the Tanzimat period of the Ottoman Empire, we observe a structured system comprising Sıbyan (Ibtidaî) Schools equivalent to primary schools, Rüşdiye Schools (both civil and military) corresponding to secondary schools, İdadî Schools equivalent to high schools, Sultanîes functioning at the level of colleges, and Mekteb8i Âli institutions comparable to academies or higher education institutions. These schools were developed and operated in accordance with the regulations introduced during the Tanzimat era. Students were educated within a framework aligned with the new systemic and bureaucratic vision of the state. However, the success of the Ottoman Empire in implementing this educational model can be assessed from two distinct perspectives. On the one hand, in terms of the quality of education and the calibre of students, these institutions were remarkably successful in cultivating an elite class. Indeed, many individuals educated in these schools played influential roles in the late Ottoman political sphere and were instrumental in both the dissolution of the empire and the founding of the Republic of Türkiye. On the other hand, when evaluated in terms of the proliferation and accessibility of these schools to the broader population, it appears that the intended level of success in widespread educational dissemination was not fully realized. 

In terms of the gradual structuring and diversification of the Ottoman educational system, the Tanzimat period marks a significant phase of development. One of the notable outcomes of this diversification was the increasing emphasis on girls’ education. The first step in this process was the establishment of Girls’ (İnas) Rüşdiye Schools, which provided education at the equivalent of a lower secondary level. This was followed by the foundation of the Dârülmuallimât (Teacher Training School for Women), designed to train female teachers. However, the absence of secondary schools at the high school level between these two institutions created a noticeable gap in the education of girls. 

As the number of Girls’ Rüşdiyes expanded and student enrollment rose, the Ottoman Empire began to accelerate its efforts to establish high school8level educational institutions for girls. In this regard, France once again served as a model. Influenced by the educational reforms implemented under the French Minister of National Education Jules Ferry in 1881 and 1882, the Ottoman Empire issued a regulation on girls’ education during the tenure of Münif Pasha as Minister of Education, thereby initiating a new phase in the institutionalisation of female education. 

The Ottoman Empire adopted a pragmatic and functional approach to girls’ education, integrating both vocational and academic elements within the curriculum. These schools were designed not only to enhance the vocational skills of female students but also to educate them as individuals who were compatible with the socio8cultural fabric of Ottoman society at the time. For this reason, a careful balance between vocational/technical training and academic instruction was established in the curriculum.

The Yedikule Girls’ Industrial School emerged as the pioneer of this new educational model. The hybrid structure of its curriculum prompted debates regarding the school’s institutional classification and the ministry to which it should be affiliated. Initially established in 1869 under the authority of the Ministry of Trade, the school was later transferred to the Ministry of Education in 1877. Surpassing expectations, the school quickly gained a reputation for success and became an educational hub attracting many female students. However, its geographical location 8 on the southern periphery of Istanbul 8 eventually undermined its sustainability. Over time, this remoteness reduced its accessibility and led to a gradual decline in its appeal.

This school was succeeded by the Aksaray İnas Nehari Sanayi Mektebi (Aksaray Industrial Day School for Girls), which was established in a far more central and accessible location within the city. Its primary advantage lay in its convenient urban setting and the boarding education it provided. The presence of a nearby secondary8level model school further enhanced its attractiveness, effectively transforming it into an educational hub for female students. Opened during the reign of Sultan Abdülhamid II, the institution steadily expanded and improved its educational quality over time. Following the declaration of the Second Constitutional Monarchy in 1908, and similar to other idadî8 level institutions, the Aksaray İnas Sanayi Mektebi was elevated to the status of a “Sultanî”, effectively becoming an imperial college for girls. This new status led to the establishment of an iptidaî (elementary) section within the school to ease the transition from Rüşdiye8level education. Moreover, the institution gained access to privileges reserved for Sultanî schools, including expanded resources and institutional prestige. At this point, the school was renamed in honor of Selçuk Hatun, a prominent member of the Ottoman dynasty during the reign of Mehmed II (the Conqueror). The choice of name reflected both the historical legacy of Selçuk Hatun 8 who had charitable foundations (vakıfs) in the region 8 and the connotation of the term Sultanî, thus reinforcing the school’s imperial character. 

In 1922, the school was relocated from its original site in Horhor, Aksaray, to the Derviş Pasha Mansion in Fındıkzade. This new building, constructed after a fire, entailed considerable costs but was better suited to meet the institution’s growing needs. Despite the challenges of the late imperial period, the school not only maintained its operations but also successfully transitioned into the Republican era. Following the establishment of the Republic, the institution was renamed Selçuk Hatun Sanayi Mektebi (Selçuk Hatun Industrial School). Specializing in art and vocational education during the early Republican period, the school notably engaged in international teacher exchanges, sending and hosting educators from abroad. This sustained adaptability and commitment to modernization enabled the school to survive into the present day.