Education for sustainable development (ESD) is increasingly recognized as a developmental imperative in a world facing ecological, social, and political challenges. While many approaches to ESD emphasize knowledge and competencies, emerging research suggests that sustainable action in youth requires the integration of cognitive, emotional, and identity-based developmental processes. We propose that Digital Civic Learning (DCL) serves as a developmentally appropriate educational approach that can scaffold this process in early adolescence. Using a sample of 149 4th and 5th graders in Mid-Western United States, we examined how civic competencies, namely civic knowledge, skills, and dispositions, relate to civic purpose and further investigated the mediating role of moral self-concept. Our findings underscore the importance of nurturing moral self-concept so that enhanced civic competencies translate into a form of civic purpose. SUMMARY: Conceptual innovation: It introduces Digital Civic Learning as a design-based, developmentally aligned model that integrates civic learning with sustainable development goals, aiming for transformative impact in education. Methodological advancement: It develops and applies a novel civic competencies coding scheme tailored for a nuanced analysis of students' civic knowledge, skills, and dispositions. Theoretical contribution: It positions moral self-concept as a developmental link connecting civic learning with a sustainability-oriented civic purpose in early adolescence, a critical period for identity formation. Empirical rigor: It employs performance-based assessments to evaluate students' civic competencies demonstrated in authentic digital classroom settings, emphasizing real-world application of civic reasoning within sustainability education.

The relevance of the declared problem is due to the attention of modern Ukrainian pedagogy to the problem of developing a conscious and self-sufficient personality who is able to communicate and interact with other people, and is responsible for the processes taking place in society. The essence of the concepts of «civic competence» and «social competence» is clarified, a number of differences between them are identified, and the meaning of civic and social competences is analyzed. A number of studies by Polish authors devoted to the problem of forming civic and social competencies in students are annotated and analyzed. These works express the idea that a person’s social and civic competencies determine how they perceive the world, are they ready to actively change it, are these competencies important at every stage of a person’s life, as they allow them to function among and with people, that the formation of civic stance and the promotion of socially desirable behavior among students are fundamental tasks assigned to the school, that in order to develop relevant competencies in students, it is necessary to create projects and learning platforms that go beyond the formal school space and allow students to acquire practical skills.

Multicultural education as well as structured curriculum, has become increasingly important in pluralistic societies where diverse ethnic, linguistic, and religious groups coexist. Nigeria, characterized by its cultural heterogeneity, requires a civic education curriculum that promotes inclusivity, democratic participation, and national cohesion. This article proposes a framework for integrating multicultural principles into civic education in Nigerian senior secondary schools, drawing from multicultural education theory, curriculum alignment principles, and civic education goals. Using conceptual and theoretical analysis and interpretation as a method, the article examines how culturally responsive civic education instruction can enhance students’ civic competence, intercultural understanding, and social responsibility. The paper concludes that institutionalizing multicultural principles in curriculum design, strengthening teacher professional development, reforming assessment systems, promoting an inclusive school culture, and establishing robust monitoring frameworks are essential steps in harnessing the full potential of multicultural civic education curricula. Lastly, the article recommends, among other things, that Teacher quality remains central to successful curriculum implementation. Federal and state Ministries of Education should mandate continuous professional development programs focused on: Culturally responsive teaching strategies; conflict-sensitive classroom management; inclusive instructional practices and facilitation of democratic dialogue; multicultural civic education should not function as an add-on topic but as a structurally integrated component of civic education.

The article provides a theoretical justification of the role of extracurricular education in the United States in fostering civic engagement among youth in the context of contemporary global transformations. The socio-political conditions shaping Generation Z are analyzed, particularly in light of democratic backsliding, global crises, and increasing social uncertainty. It is established that, despite these challenges, modern youth demonstrate a high level of involvement in social processes and actively adopt innovative forms of activism, including hybrid models that combine digital and offline participation. Contemporary youth social movements, including Black Lives Matter, Fridays for Future, and March for Our Lives, serve as vivid examples of active youth participation in processes of social transformation and the formation of civic consciousness. Special attention is paid to the phenomenon of “third spaces” as alternative educational environments that operate beyond the boundaries of formal schooling while maintaining close interaction with it. These spaces, such as student clubs, youth initiatives, and activist communities, are shown to create favorable conditions for the development of critical thinking, civic competence, and social responsibility. It is argued that they serve as effective mechanisms for compensating the limitations of formal education, particularly in the context of standardized curricula and the politicization of educational content. The study concludes that extracurricular education in the U.S. plays a crucial role in expanding equitable access to civic participation, fostering skills of social interaction, collective action, and responsible citizenship. «Third spaces» are identified as a key resource for promoting youth activism and shaping new models of civic engagement relevant to the challenges of a globalized society. Ultimately, the digital environment serves as a platform for shaping discourse, disseminating information, and mobilizing communities, which subsequently transforms into real forms of political and social participation among youth.

ABSTRACT This study proposes the Integrated Empathy Index (IEI), a framework for assessing and fostering civic empathy toward social and environmental vulnerability. Unlike affective views, empathy is defined as a measurable civic competence linking cognition, emotion, and behavior in collective decision-making. Using an integrative design approach grounded in civic education, inclusion, and environmental psychology, the study develops two sub-indices—SEI (Social Empathy Index) and EEI (Environmental Empathy Index) – each structured into cognitive, emotional, and behavioral dimensions. The process covers construct clarification, item generation, and scoring rubrics for educational and policy use. Results include: (1) a unified metric integrating social and environmental empathy for consistent assessment; (2) practical tools such as dimension maps and usage protocols promoting inclusive governance; and (3) a roadmap for future digital and AI-based applications. While large-scale validation remains pending, preliminary results show strong applicability. The IEI contributes by integrating social justice, environmental ethics, and design reasoning into a cohesive evaluative model, offering practical value for curriculum innovation, policy assessment, and spatial planning. Ultimately, empathy is reinterpreted as a civic system enabling equitable and collaborative engagement toward sustainable, symbiotic development.

Given that educators are primarily responsible for ensuring elementary and secondary schools help build a strong democracy, their perceptions matter. This study sought to understand what they believe about the contributions schools make, with an emphasis on those unique to Catholic schools. Through qualitative analysis of open-ended survey questions, the insights of 118 participants in a virtual, online convening were explored. Findings indicated that schools’ greatest contribution is the preparation of citizens who possess civic competence. This involves four educational domains including: (1) knowledge acquisition (i.e. a strong foundation in the academic disciplines and civics) (2) the development of skills (i.e. different types of literacy, cognitive skills (i.e. critical thinking, creativity) and social skills), (3) other attributes (i.e. values and virtues) and (4) opportunities to integrate these in practice. Catholic schools prepare a distinctive citizen, a Christian citizen, whose civic competence reflects the same domains but with special characteristics. The findings of this study offer insights to guide and better coordinate the diverse initiatives within Catholic education to strengthen the future of US democracy.

As Korean society undergoes rapid multiculturalization, hate speech and discourses of reverse discrimination against immigrants are proliferating in the form of sophisticated logic. However, existing multicultural education has often limited itself to essentializing culture or emphasizing depoliticized tolerance by diagnosing the causes of discrimination as mere individual cognitive deficits or ignorance. Consequently, this study reconstructs multicultural education as a practical arena for fostering critical citizenship by adopting the perspective of New rhetoric, which seeks to resolve hatred and conflict within the realms of language and argumentation. The instructional model designed in this study reinterprets James A. Banks's five dimensions of multicultural education through key mechanisms of New rhetoric: ‘terministic screens’, ‘universal audience’, ‘identification and presence’, and ‘adherence’ and structures them into a four-stage teaching-learning process. First, the stage of ‘discovering and reflecting on prejudice in language’ deconstructs symbolic violence by analyzing how unconsciously used terms deflect reality. Second, the stage of ‘empathizing and connecting with specific others’ facilitates horizontal solidarity by discovering a common substance with others through specific narratives. Third, the stage of ‘fair argumentation and validity verification’ examines whether one’s arguments can secure the agreement of the universal audience beyond particular interests. Fourth, the stage of ‘eliciting adherence leading to action’ is a process where students, first, secure the adherence of minds through mutual argumentation, next, directly establish community norms, and, finally, link this to voluntary action. Through this model, learners are expected to cultivate civic competence as active ‘rhetors’ who can discern the logical structures of hatred and generate new social consensus through rational argumentation in conflict situations.

The connection between speech development and civic competence in children has drawn growing interest in educational and developmental studies, with speech recognized as a key factor in fostering active citizenship. This article explores this relationship, examining how speech skills enable children to participate in social discussions, express civic values, and engage in community activities. Based on experiences of the United States, Europe, and international research, it analyzes mechanisms through which speech builds civic abilities such as communication skills, critical thinking, and social responsibility. This research also discusses how speech disorders impede community development. Evidence from various contexts highlights speech development's role in civic socialization. Studies on adolescents show that communication competence significantly predicts civic engagement, political participation, and consumer behavior, often mediating influences from family, schools, peers, and media. For example, open discussions at home and in classrooms boost motivation for civic activism by enhancing skills in information sharing and deliberation. Surveys across 28 countries indicate that schools fostering open climates for issue-based discussions achieve better civic outcomes, particularly when incorporating speech-focused activities. In Europe, youth in newer democracies display stronger participatory attitudes, supported by speech-driven digital activism, while wealthier nations emphasize social justice knowledge but often fall short in engagement norms. On the other hand, speech disorders create significant obstacles, leading to social withdrawal, reduced peer interactions, and long-term challenges in mental health and inclusion. Research on developmental language disorders and speech sound impairments shows links to reduced social competence and participation, underscoring the need for targeted interventions to restore communication pathways vital for civic competence. The problem statement notes the underrecognition of speech's role in civic education, especially given globalization's demand for intercultural dialogue. The study's purpose is to establish this connection, analyze international practices, and propose strategies to enhance civic development through speech-focused approaches. Recent research is reviewed, highlighting key studies from the U.S., Europe, and global contexts, which consistently show that dialogic teaching and pragmatic instruction strengthen civic skills. The main discussion explores country-specific practices: U.S. models emphasize mediated communication effects; Poland and Hungary integrate psycho-pedagogical support for speech issues into civic programs; Sweden and Poland target early language development for social roles; and UNESCO advocates intercultural speech training. Conclusions of this article synthesize these findings, offering recommendations such as incorporating dialogic activities into curricula, providing targeted speech therapy for children, training educators to promote inclusive civic development. This study connects speech therapy and civic education, providing useful insights for educational practices around the world.

This paper reflects on the integration of a Challenge-Based Learning (CBL) approach to a second year Bachelors course taught at Malmö University. It argues that, by engaging students in real-world problem-solving with local stakeholders, CBL bridges theory and practice, enhances disciplinary knowledge, and develops critical, creative, and civic competencies. This pedagogical approach promotes deeper engagement and empowers students as active contributors to democratic societies, an essential skills in a time when academic freedom and critical thinking are increasingly under threat.

Rural higher education in Latin America plays a crucial role in advancing both human and sustainable development. However, it continues to face persistent barriers related to access, equity, and systemic inequality. This scoping review investigates how rural higher education contributes to integral human development in the region, focusing on its theoretical underpinnings, contextual specificities, and methodological approaches. Following the PRISMA-ScR protocol, we analyzed qualitative and quantitative studies published between 2015 and 2024, drawing from Scopus, EBSCOhost, ERIC, Redalyc, and SciELO. The review protocol was registered in PROSPERO (CRD420251075119). After applying rigorous inclusion and exclusion criteria, seven peer-reviewed articles were selected. These studies address key issues such as educational access, territorial rurality, and human development, and highlight innovative strategies including community-based pedagogy, values-oriented curricula, and student support during crises. Our findings underscore the transformative capacity of rural universities in fostering students’ analytical, emotional, and civic competencies. To ensure inclusive and meaningful impacts, rural higher education must perform context-sensitive, integrative strategies aligned with local realities and broader sustainable development goals.

The doctrine of the Kyrgyz Republic "National Spirit — global heights" as an ideological and strategic guideline is necessary for the sustainable development of the Kyrgyz Republic. In the context of historical challenges, mistakes in public administration, loss of trust and a decrease in the effectiveness of public institutions, the country needs an updated development concept based on spiritual and moral values, national identity and modern approaches. The article is relevant because it answers the key question: how to ensure the harmonious development of education, science, culture and environmental protection in order to strengthen statehood and achieve world-class progress. The purpose of the article is to substantiate the need to implement the main directions of the Doctrine and show that its implementation will allow: to strengthen national identity and statehood; to develop the system of education, science, culture and environmental protection at the modern level; to create conditions for the formation of a harmoniously developed, highly educated and cultured society.; to put the Kyrgyz Republic on the path of accelerated progress and strengthen its position in the world community. In conclusion, the article highlights the importance of preserving the unique cultural and historical space of the Kyrgyz Republic, which forms the national identity and spiritual values of the people. Awareness of the importance of natural and cultural heritage, as well as the responsibility of preservation, become fundamental elements of civic consciousness. In today's world, where globalization and urbanization threaten traditional values, the integration of knowledge about the native land into the educational programs of universities is crucial. Higher education is becoming a key mechanism for students to develop environmental, cultural and civic competence, which in turn contributes to the sustainable development of the country and the strengthening of its national values. The hypothesis of the article is that the integration of knowledge about natural resources, historical experience and values of the native land into the educational programs of higher educational institutions of the Kyrgyz Republic will not only preserve the cultural and historical heritage, but also form a responsible attitude among future specialists towards the natural and cultural riches of the country, which will become the basis for the sustainable development of the state and society. in general. It is recommended to develop and implement training courses that emphasize the importance of Kyrgyzstan's cultural and natural heritage, including practical exercises and field research. It is necessary to establish partnerships between universities and local communities to work together to preserve natural and cultural resources, which will allow students to gain practical experience and deepen their knowledge. It is recommended to intensify scientific research in the fields of ecology, cultural anthropology and history, which will allow for a deeper understanding and preservation of the unique aspects of Kyrgyz identity.

Social integration of youth is an important component of the process of forming a harmonious society in which every individual has the opportunity to realize their potential and actively participate in community life. In the context of globalization, socio-economic challenges, and the consequences of military conflicts, the issue of engaging young people in socially significant activities becomes particularly relevant. One of the effective means of socialization and integration is sport, which contributes to the development of personal qualities, collective interaction, tolerance, and a sense of belonging to the community. Team sports, particularly basketball, create conditions for the formation of social activity, cohesion, and trust among participants, as well as promote the development of empathy, mutual respect, and collective responsibility. Numerous studies confirm that participation in sports teams improves social ties, fosters a sense of community and positive social identity, and reduces the risk of social isolation. However, the impact of systematic basketball training in the student environment on the development of communicative, socio-emotional, and civic competencies remains insufficiently studied. The aim of this study is to analyze the role of basketball as a factor of youth social integration and to identify the mechanisms of its influence on interpersonal relationships. Materials and Methods. The study employed methods of theoretical analysis, synthesis of scientific publications, and comparison of empirical research results conducted among youth basketball communities in different sociocultural environments. The research involved 120 higher education students aged 18-23 who systematically practice basketball in higher education institutions. To assess the level of social integration, a questionnaire consisting of 15 questions grouped into three blocks-social interaction, socio-emotional sphere, and social integration was used. Responses were evaluated using a five-point Likert scale. Data processing was carried out using quantitative methods (calculation of mean values and percentage indicators) and qualitative analysis (interpretation of social-behavioral trends). The obtained results made it possible to identify the specific features of the influence of basketball training on the formation of communicative, socio-emotional, and integrative characteristics of youth. Results. The findings indicate that participation of students in systematic basketball training has a positive effect on the formation of key indicators of social integration. The highest average scores were recorded in the «social interaction» block (4.3 points), reflecting a high level of communication skills, teamwork ability, and peer support. Indicators of the «socio-emotional sphere» averaged 4.1 points, which demonstrates a sufficient level of trust, empathy, and tolerance in interpersonal relationships. The lowest results were observed in the «social integration» block (3.9 points), particularly in manifestations of social activity outside the sports environment. Qualitative analysis of the responses showed that regular training fosters a sense of team belonging, mutual support, and responsibility, contributes to the development of emotional resilience, and increases readiness for social interaction. At the same time, a need was identified to strengthen non-sport forms of socialization that would allow the acquired experience to be consolidated in a broader social context. Conclusions. Systematic basketball training contributes to an increased level of youth social integration through the development of communicative and socio-emotional competencies, strengthening the sense of belonging to a group, and the formation of positive social experience.

Artificial intelligence (AI) is increasingly reforming instructional practices in institutions of learning ithrough personalized, adaptive, and data-driven learning systems that tailor content, feedback, and assessment to learners’ performance and learning needs and interest(Luckin et al., 2016; Zawacki-Richter et al., 2019. In Social Studies education, where critical thinking, civic competence, and ethical reasoning are essential, AI-driven instructional tools can enhance learning through interactive simulations, personalized content, and immediate assessment feedback, while also posing challenges such as algorithmic bias and limited teacher preparedness. This paper provides a conceptual analysis of the effectiveness of AI-driven instructional tools in Social Studies teaching and learning, emphasizing their relevance in the Nigerian educational context, where technological and infrastructural limitations can influence classroom implementation. Grounded in Gardner’s Multiple Intelligences Theory (1983), Piaget’s Constructivist Learning Theory (1954), and the Adaptive Learning Hypothesis (Park & Lee, 2014), the study explores how AI facilitates learner diversity, supports adaptive instruction, and promotes active knowledge construction. The paper synthesizes literature on AI applications in instructional delivery, content personalization, assessment, and feedback, highlighting evidence that AI can improve learner engagement, streamline instructional processes, and enhance overall learning outcomes. It further identifies critical challenges, including ethical concerns, algorithmic bias, infrastructural limitations, and teachers’ digital literacy and pedagogical preparedness. The paper concludes that AI should function as a pedagogical enabler rather than a replacement for teachers, promoting a human-AI complementarity model in which AI supports adaptive learning while teachers guide critical thinking, ethical reasoning, and culturally responsive Social Studies instruction.

This study aimed to design and implement a school-based agroecological pedagogical strategy to strengthen food security among students at this study aimed to develop a pedagogical strategy based on school agroecology to promote food security among students at the Institución Educativa Técnico General José Joaquín García, Sede 10 Peñolcitos (Casabianca, Tolima, Colombia). A mixed-methods approach was adopted, with a non-experimental design and a descriptive scope. In the first phase, a quantitative diagnostic assessment was conducted using a validated questionnaire to identify students’ knowledge and perceptions regarding agroecology, school gardens, and healthy eating. In the second phase, a qualitative intervention was implemented through a didactic sequence structured around three axes: conceptual training, an agroecological school garden, and a healthy cooking workshop. The analysis was strengthened through triangulation of evidence from field journals, checklists, observations, and socialization spaces with mothers. The results revealed the presence of favorable preconceptions, along with specific gaps related to the understanding of the integral nature of agroecology, food security, and the school garden beyond a purely productive perspective. Training activities developed through talks, games, and playful strategies contributed to reducing these gaps. The school garden was consolidated as a living classroom through the organization of irrigation, weeding, monitoring, and recording brigades, which strengthened student participation, activated the composting system, and promoted scientific and civic competencies such as observation, argumentation, and shared responsibility. Likewise, the cooking workshop integrated hygiene and nutrition practices with the use of garden products, facilitating the transfer of learning from the school environment to the family context and fostering the appreciation of healthy eating. It is concluded that environmental education with an agroecological approach enhances the development of conscious eating habits and environmental stewardship when materialized through comprehensive and context-based pedagogical tools. It is recommended to strengthen its institutionalization through routines, monitoring indicators, curricular alignment, and community partnerships that ensure the continuity and scaling of the proposal.

Although pre-service teachers play a crucial role in promoting safe mobility among children, there are no validated instruments to assess their civic competencies, knowledge, and behaviors in road safety education. Existing questionnaires primarily target the general population or college students, and thus it remains unclear whether future teachers are adequately prepared to deliver road safety education. This study aims to design and validate a tool to assess pre-service teachers’ behavior in situations related to traffic safety and their knowledge of road safety education.. The designed tool is a questionnaire made up of 32 items distributed across five dimensions. The questionnaire’s content was validated through the judgment of eight experts, who ensured the relevance and adequacy of its items. The confirmatory factor analysis of data obtained from a pilot sample was used to examine the questionnaire’s structure, and reliability was assessed using Cronbach’s alpha coefficient. After analyzing the responses of 388 participants, the results suggest that the questionnaire’s overall structure is adequate and satisfactory reliability coefficients were obtained. The confirmatory factor analysis supported the proposed four-factor structure, indicating good model fit. These findings suggest that a valid and reliable diagnostic tool can identify the road safety training needs of future teachers and inform curriculum design and targeted educational interventions to enhance road safety competencies in schools.

In the context of accelerated urbanization, sustainable development, and cultural heritage protection, fostering ethical conduct and social responsibility in architecture becomes essential for adequately addressing the challenges of contemporary society. The lack of effective integration of ethical and social principles in university education can limit the ability of future architects to make responsible decisions and respond to community needs. Research objective: To analyze the role of university education in developing architects’ social and moral responsibility, emphasizing the importance of the responsibility dimension in shaping students’ ethical and civic competencies. The study is based on an analysis of both local and international specialized literature and highlights the integration of ethical and social principles into the curriculum, as well as the role of professors in shaping moral conduct. The focus is on developing creativity, social responsibility, and the ability to make decisions that positively impact the community and the built environment. The results confirm that university education is a determining factor in strengthening the social and professional responsibility of architects, preparing them to face professional challenges within an ethical and responsible framework.

Assessment is one of the elements with the greatest presence in educational research, identified as the fundamental tool that acts as a driving force for learning, with the qualification being the qualitative expression (in this case, of competences) or quantitative expression (in this case, of academic subjects) of the evaluation or value judgement that is issued on the achievements attained by the students (assessment criteria). On this basis, the aim was to analyse the relationship between the academic subject grades and the competence profile of primary school pupils at the end of the academic year. A total of 971 schoolchildren (6-12 years old; = 8.46; SD = 2.61) participated in the research. Data were analysed using ANOVA, Pearson's correlation test and multiple linear regression technique. Among the main results, it is highlighted that: I) all academic subjects show a high degree of correlation with curriculum competencies ( p ≤ .05, for all), II) the academic subjects with the highest correlation coefficient with competencies are the core areas with respect to the specific subjects ( p ≤ . 05, for all) and, III) As for the predictive models, a close relationship is generally observed between the areas and the related competencies (e.g., Mathematics with Mathematical Competence and Basic Competencies in Science and Technology, Spanish Language with Literature and Linguistic Communication or Social Sciences with Social and Civic Competencies). Adequate teaching practice in primary education with respect to the normative guidelines for the marking of competences can be drawn from this study.

ABSTRACT The reform movement in Indonesia following the authoritarian era has significantly influenced educational policy. It has pursued democratic reforms, including a transformation of civic education into a competency-based model aimed at cultivating democratic citizenship. This paper examines how civic education policy has fostered the development of good citizen competencies by analysing post-New Order curriculum documents, beginning with their introduction in 2004 and continuing through the implementation of the Independent Curriculum in 2022. The findings indicate that democratic principles are being progressively integrated into curricular programs to foster citizens who are both informed and responsible. Since the reform era, Indonesia’s civic education curriculum has gone through several changes. Across those curriculum periods, democratic values as the foundation of civic competence have faced persistent inconsistencies, shaped by shifting educational politics and uneven national policy implementation. This study shows that civic competency development is shaped by political forces and national ideals.

War is not only an armed conflict, but also a profound social transformation that affects all spheres of people's lives. Women who combine the roles of family caregivers, workers, community activists and volunteers, military personnel, and participants in public life become especially vulnerable. In such conditions, the education of adult women is not only useful but also a crucial component of adaptation, survival, and post-conflict reconstruction of society, as well as a component of global trends and support for democratization and European integration in Ukraine. The article examines the education of adult women as an important mechanism for implementing United Nations Security Council Resolution 1325 «Women. Peace. Security» in Ukraine. Particular attention is paid to the role of education in strengthening women's participation in peacekeeping, decision-making, community leadership, and local security initiatives. The study also identifies different approaches to the education of adult women, all of which are relevant within the broader framework of Ukraine's European integration. After all, the European education area promotes lifelong learning, gender equality, democratic participation and social inclusion. The article highlights the importance of non-formal and informal education, local initiatives, and community-based learning as effective tools for increasing women’s resilience, civic competence, and social engagement in wartime conditions, for the fulfilment of the National Action Plan 1325, and the role in advancing the «Women. Peace. Security» agenda. Examples of successful educational initiatives for adult women to implement the «Women. Peace. Security» agenda are provided, many of which are carried out by regional 1325 Coalitions. It concludes that adult women’s education is an important element in building resilient communities, gender-sensitive security policies and promoting women’s active participation in peace and reconstruction processes.

Extremism and violence continue to pose significant threats to social stability, democratic values, and human development across global societies. While security-centered approaches remain the dominant response, contemporary scholarship increasingly recognizes education particularly Social Studies education as a transformative, preventive tool for addressing the underlying drivers of radicalization and violent conduct. This article examines the strategic role of Social Studies education in strengthening civic competence, promoting critical reasoning, and cultivating democratic dispositions that reduce susceptibility to extremist ideologies and violent behavior. Drawing on global and African-based empirical studies, the article highlights the multidimensional ways in which Social Studies fosters identity balance, media literacy, conflict resolution skills, and tolerance among learners. Evidence from UNESCO, UNICEF, ECOWAS, and peer-reviewed field studies demonstrates that classroom-based civic learning significantly influences learners’ attitudes toward pluralism, peaceful coexistence, and responsible citizenship. The article also interrogates existing educational gaps, including outdated curricula, insufficient teacher preparation, and the growing threat of digital radicalization among youths. Using a conceptual–empirical synthesis, the work advances the argument that Social Studies education represents a sustainable and non-coercive framework for violence prevention, capable of supporting long-term national security and peacebuilding objectives. Policy implications emphasize the need for curriculum redesign, teacher professional development, community participation, and integration of digital/media literacy into Social Studies instruction. Overall, the article provides a comprehensive analysis demonstrating that Social Studies education, when effectively delivered, functions as a societal safeguard and an essential weapon against extremism and violence.