Exploring Curriculum Hurdles in Implementing the Social Studies Curriculum in Zambia: Perspectives and Experiences of Civic Education Teachers

Abstract

The study explored teachers’ experiences in the teaching of Social Studies subject at Junior Secondary School in selected schools of Zambia. Employing the qualitative interpretivism research paradigm, the investigation utilized purposive sampling to select participants. Data collection instruments included interview guides for Head of Departments (HODs), Focus Group Discussions (FDGs), and observation checklists for Social Studies Teachers who included Civic Education instructors. Thematic analysis was employed to analyse the collected data. The study revealed a multifaceted perspective on the integration of Civic Education into the Social Studies curriculum. While the integration offered the advantage of streamlining the examination process by consolidating subjects, it also introduced challenges such as content overload, diminished academic performance, resource inadequacies, time constraints in completing the syllabus, elevated pressures on untrained educators, and deficiencies in teaching competency, skills, and techniques. Drawing from these findings, recommendations were made, including the need for the Ministry of General Education (MoGE) to increase the training of Social Studies teachers, provision of essential teaching resources to schools, engagement in seminars, workshops, and continuous professional development (CPDs), and enhancement of school infrastructure. Furthermore, the study proposes that the government should provide support to educators involved in the creation of Social Studies teaching materials, encourage action research practices among teachers, foster collaboration among colleagues to share best teaching practices, and allocate increased funding to schools