This study examines Turkish teachers' perceptions and knowledge of the European Union (EU) in the context of cultural, political, and educational impacts. Utilizing a descriptive survey design, data were collected from 484 teachers working in Kocaeli during the 2024–2025 academic year. A validated survey instrument, including the European Union Perception Scale, was employed to evaluate anxiety, perceived contributions, and cultural concerns regarding the EU. Descriptive and inferential statistical methods were applied for analysis.

Findings revealed a significant level of anxiety among teachers regarding the EU, with an arithmetic mean of 4.00 (SD = 0.81) on the anxiety dimension. Perceived contributions and cultural factors yielded mean scores of 3.26 (SD = 0.95) and 3.07 (SD = 1.22), respectively, indicating neutrality and uncertainty. Teachers expressed skepticism toward the EU's commitment to Turkey, with 78.9% perceiving insincerity in the prolonged membership process. Furthermore, concerns about cultural impacts were prominent, as 39.5% feared potential harm to Turkish cultural norms.

The study underscores the complex relationship between Turkey and the EU, shaped by cultural identity and geopolitical dynamics. Teachers' perspectives highlight the need for informed engagement with EU principles while preserving national traditions. These findings suggest that improving teachers' political and cultural literacy may alleviate concerns and foster constructive dialogue on EU integration.