Modern logic has been addressed as a discipline that represents the fundamental concepts of contemporary thought, beyond explaining the principles of formal reasoning. Symbolic structures have been examined in terms of analyzing mental processes and providing conceptual clarity. It has been determined that critical thinking, digital literacy, and multidisciplinary analytical skills are gaining increasing importance today. It has been established that the development of these skills is closely related to the content and method of logic education. Therefore, it has been observed that the themes around which modern logic is taught and how it is taught directly affects not only the field of philosophy but also education and social transformation areas. It has been understood that examining the teaching tradition of modern logic in Turkey from thematic and periodical perspectives holds particular importance in relation to current educational needs. Modern logic books published in Turkey from the 1970s to 2024 have been critically evaluated in terms of theoretical structure, educational content, and openness to contemporary logic problems. This examination, covering more than fifty years, has revealed the historical development trajectory of modern logic education in Turkey. Additionally, the extent to which it can meet today’s needs has been evaluated. The level of relationship established with current fields such as modal logic, artificial intelligence, cognitive systems, and many-valued logics has constituted the central focus of the study. The research has been structured using qualitative content analysis method. In this context, books have been examined according to a set of criteria determined in line with descriptive analysis principles. During the examination process, each work has been systematically evaluated in terms of subject scope, logical system diversity, symbolic presentation level, exercise structures, conceptual clarity, and its relationship with contemporary themes (artificial intelligence, many-valued logics, modality, inference systems, etc.). Additionally, the books have been analyzed based on their direct or indirect contribution potential to critical thinking skills and content depth. Data have been classified through content coding and comparative analysis; they have been interpreted under headings such as methodological consistency, conceptual clarity, and educational adequacy. The findings obtained have shown that early period books generally proceeded on semantic and syntactic foundations. In these books, it has been observed that the main outlines of propositional and quantification logic were processed in similar ways. Although some books in recent periods have addressed contemporary themes, it has been understood that these works largely lack methodological depth. A general deficiency has been identified in developing content integrated with today’s technological and epistemological problems. Additionally, it has been determined that direct detailed content on critical thinking, modal logic, and proof topics is very limited. The analysis presented in this paper has both mapped the logic education literature and established a theoretical and structural foundation for future resources to be written.