Human rights education in Bangladesh: challenges facing secondary school social science teachers

ABSTRACT As generative artificial intelligence (Gen AI) rapidly transforms educational practices and reshapes workforce skill demands, vocational education faces unique challenges in adapting to these changes. Understanding vocational teachers’ perceptions and adoption of Gen AI is thus essential for ensuring effective integration of emerging technologies into teaching. The current study explored the factors influencing vocational teachers’ adoption of Gen AI in China, with a focus on disciplinary and regional differences. Structural equation modeling (SEM) was conducted on survey data from 1028 teachers. Results indicated that perceived usefulness, perceived easy of use, social influence, and facilitating conditions significantly shaped behavioral intention and actual usage. Multi-group SEM analysis revealed disciplinary differences: Humanities and Social Sciences teachers were more influenced by social norms, whereas Natural Sciences teachers were more responsive to perceived usefulness and easy of use. No significant regional differences were observed. These findings provide valuable insights for policymakers and institutions aiming to support diverse teacher groups in integrating Gen AI into vocational education.

Abstract Introduction: With the growing trend of technology adoption in teaching and learning, this integration must continuously be studied to track its status. Social Sciences, also known as Social Studies in other countries, is one of the subjects that the South African government has designed to accommodate technology adoption. Therefore, this qualitative review systematically analyses published data on integrating ICT in the teaching and learning of Social Sciences. Understanding the level of ICT integration in teaching Social Sciences in schools will open avenues for designing evidence-based intervention strategies to bridge policy and practice gaps in curriculum implementation. Purpose: The purpose of this study was to identify the attitudes and perceptions, extent of integration and challenges of SS teachers in integrating ICT in their instruction. It is hoped to eventually identify gaps in existing literature and to guide future research. Methods: The review was guided by the PRISMA guidelines and utilised three search engines, Google Scholar, EBSCOHost and Sabinet, from which a total of 25 records from the last ten years were deemed suitable for the purpose of this study. Thereafter, data were analysed using the thematic analysis method based on the attitudes and perceptions, level of integration and challenges. Conclusions: Overall, integration is in its infancy, but there is an eagerness to integrate ICT if the challenges are mitigated. This analysis was significant in pointing out areas of future research.

The research focuses on the implementation of cognitive, scientific, and cultural values within the context of higher education. The purpose of the research is to reveal the value foundations of gamification in education. The article examines cultural educational practices and their contribution to society's values amid increasing digitalization and the introduction of artificial intelligence. The scientific novelty is the analysis of both traditional and contemporary values as applied to higher education, using the teaching of social-science and humanities disciplines as an example. As a result modern social and anthropological challenges are identified, related to the emergence of non-human actors (AI systems) in the education system and their impact on knowledge acquisition, scientific communication, and education as a whole. Cases of educational gamification and their value components are also analyzed.

This study aims to develop a sociology teaching module for eleventh-grade high school students using the Four-D model (Define, Design, Develop, Disseminate). The research employed a Research and Development (R&D) approach with the Four-D framework to address the challenges of teacher-centered learning and students’ lack of active engagement in sociology classes. The Define stage identified the need for innovative teaching resources due to the limitations of conventional methods. In the Design stage, a prototype module was created, integrating structured content, contextual examples, and student-centered activities. The Develop stage involved expert validation and limited trials, resulting in a module that achieved an average validity score of 4.2 (very valid) and practicality of 85% (very practical) according to student and teacher responses. The Disseminate stage demonstrated positive reception from teachers who confirmed the module’s usability in broader classroom contexts. Furthermore, effectiveness testing revealed a significant improvement in student learning outcomes, with an average pre-test score of 62.15 increasing to 82.35 in the post-test. The N-Gain score of 0.52 (moderate) and t-test results (p < 0.05) confirmed the module’s effectiveness. These findings suggest that the Four-D-based sociology teaching module is valid, practical, and effective, offering a relevant solution for enhancing critical thinking, independent learning, and contextual understanding of sociology concepts. This research contributes theoretically by expanding the application of the Four-D model in social science education and practically by providing a ready-to-use module for teachers and students in senior high schools.

This study examines the application of the Project-Based Learning (PjBL) model in Natural and Social Sciences education to enhance environmental awareness among fifth-grade students at SDIT Wihdatul Ummah in Makassar City. The background of this research stems from the low environmental awareness observed among students, evidenced by behaviors such as littering, lack of concern for energy conservation, and minimal participation in school cleanliness activities. The study aimed to improve students' environmental consciousness by implementing the PjBL model, where students were tasked with creating environmental awareness posters. The research used a Classroom Action Research (CAR) method, which was carried out in two cycles, each consisting of three meetings. The stages of PjBL involved determining essential questions, project planning, scheduling, project implementation, result testing, and evaluation of experiences. Data collection was done through observations, attitude questionnaires, and documentation of student activities. The findings showed that the PjBL model successfully increased students' active participation, creativity in expressing environmental awareness through posters, and their practical actions toward environmental protection. The environmental awareness indicators, such as maintaining cleanliness, managing waste, conserving energy, understanding waste disposal systems, and using cleaning tools, significantly improved from Cycle I to Cycle II. The results indicate that the PjBL model is effective in enhancing environmental awareness while making the learning process more engaging and contextual for elementary school students.

Digital transformation in higher education necessitates a central role for university faculty, yet there is a lack of comprehensive tools to measure their actual pedagogical use of technology. This study aims to refine the definition of a composite indicator to evaluate mobile technology adoption among social science university teachers. Using the results of the validated MOBILE-APP questionnaire, administered to a sample of N = 295 teachers from various social science degree programs, we employed multilevel structural equation modeling (SEM) to develop and implement a synthetic indicator for assessing mobile technology adoption levels among educators. The analysis of the considered factors (motivation, training, tools, and use) revealed differences in mobile technology adoption based on degree program, age, and previous experience. High motivation, training, use of institutional tools, and propensity for use promote the adoption of mobile technologies. Three levels of mobile technology adoption are identified and characterized. This synthetic indicator can be used both technically and socially to track the evolution of mobile technology adoption, enabling comparative analyses and longitudinal assessments that inform strategic decisions in training, infrastructure, and curriculum development. This research represents a step forward in the development of quantitative indicators and the assessment of research practices.

The rapid development of information and communication technology in the digital era has had a significant impact on various sectors, including education. However, the teaching of Natural and Social Sciences (IPAS) still often relies on textbooks and underutilizes interactive media such as Augmented Reality (AR). This reliance makes abstract topics, like the Solar System, difficult for students to understand. The lack of media variety and teaching methods also contributes to students' low interest and comprehension of the material. Therefore, this research aims to develop AR-based simulation media as a more engaging, interactive, and effective alternative to help students grasp the concepts of the Solar System. This study employs a Research and Development (R&D) method that consists of five stages: analysis, design, development, implementation, and evaluation. The development of the simulation media utilizes software such as Unity, Blender, and Vuforia technology to support Augmented Reality features. The developed product was validated by educational media experts and content specialists to ensure its feasibility in terms of both content and technical aspects. Subsequently, a limited trial was conducted with students from class X-GP to assess the practicality and appeal of the developed media. The results of the study indicate that the AR simulation media on the topic of the Solar System is highly suitable for use in the learning process. Validation from experts shows that this media is categorized as "very feasible" in terms of content, visualization, and technical aspects. The limited trial in class X-GP at SMK Negeri 4 Palangka Raya demonstrated a significant improvement in students' understanding, with N-Gain scores falling within the "medium" to "high" categories. Additionally, students provided very positive feedback regarding this media, finding it engaging, interactive, easy to operate, and effective in helping them understand abstract material like the Solar System in a more concrete and enjoyable way compared to conventional methods that rely on textbooks. Thus, this AR-based simulation media is recommended as an alternative teaching resource to enhance the quality of the learning process for the Solar System material in the IPAS subject.

This study seeks to examine the requirements for creating digital learning resources in Social Sciences education at junior high schools in Singaraja City. This research employed qualitative methodologies. The development of learning media must involve testing for construct validity and empirical validity. Validity testing will be conducted by specialists in materials, media, and language. The evaluation conducted by experts in Social Sciences Education determined the validity score of the material to be 93, categorising it as "very valid." Similarly, the graphic design value is rated at 90, categorising it as "Very Valid." Simultaneously, the degree of grammatical validity is 88, categorised as "Very Valid." The expert testing results in media, material, and language aspects indicate that the developed digital learning media is highly valid and thus appropriate for the Social Sciences Education learning process. The practicality of digital learning media was evaluated by two groups from Social Science Education and 24 students participating in Social Science Education instruction. The mean score awarded by Social Sciences Education instructors was 87.69, categorised as Very Good. The practicality test assessment is determined by evaluating students enrolled in Social Sciences Education subjects, yielding a score of 79.48, which falls within the Good criteria. The results indicate that the developed digital learning media can be utilised sustainably. This is due to the assessment by teachers and students that this digital learning medium aligns with their needs.

Social science educators in training need strong spatial thinking skills to master geographical concepts, yet evidence shows that undergraduates in Social Science Education often have suboptimal abilities. This study examines the impact of the Problem-Based Hybrid Learning (PBHL) model on spatial reasoning skills of future social science educators. Using a quasi-experimental design, the research compared control and experimental groups through pre-test and post-test evaluations. Participants were Physical Geography students at the Social Sciences Education Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, focusing on Environment and Its Conservation during the 2020/2021 academic year. Purposive sampling selected the experimental class (29 students in class D) receiving PBHL and the control class (29 students in class B) taught with conventional methods. Spatial thinking skills were measured with essay tests of ten items covering comprehension, representation, analysis, spatial interaction, and application. Data were tested for normality and homogeneity, followed by an independent samples t-test. Results showed that PBHL significantly improved students’ spatial thinking skills (p = 0.003 α = 0.05). The experimental group achieved a higher average N-Gain (17.95) than the control group (12.62), with the greatest improvement in representation. The findings indicate that analysis and evaluation stages in PBHL are essential for success. Hybrid platforms provide opportunities for reflection, problem-solving, and information exchange. Future research should expand by testing more variables, replicating the model in other institutions, refining learning tools, enhancing lecturers’ roles as facilitators, and documenting student activities in PBHL implementation.

IPAS is an essential subject for elementary school students. The teaching of Natural and Social Sciences (IPAS) at the elementary level plays a crucial role in instilling fundamental concepts of environmental awareness among learners. Environmental cleanliness is a primary focus to ensure students understand the importance of maintaining a clean environment for collective health and well-being. However, in practice, students often struggle to apply these concepts because instruction has predominantly relied on government-provided teaching materials without incorporating innovative approaches aligned with current technological developments. Additionally, the limited availability of facilities and infrastructure in elementary schools serves as a further obstacle. This study aims to develop an IPAS worksheet based on unplugged coding for second-grade elementary students in Tulungagung Regency that is both valid and practical. The research adopts a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The results indicate that the validity score from material and media experts reached 93%, classified as "Highly Valid." Practicality, based on feedback from students and teachers during small- and large-scale trials, achieved 94%, categorized as "Highly Practical." Therefore, the IPAS worksheet integrating unplugged coding is valid, practical, engaging, and suitable for classroom learning activities, with the potential for further development to meet educational needs.

Challenges in Implementing the Merdeka Curriculum in History Learning at SMA Negeri 1 Sarudu. Skripsi. Bachelor’s degree. History Education Study Program, Social Science Education Department, Teacher Training, and Education Faculty, Tadulako University. Under the supervision of Fajar Nugroho. This research aims to describe the implementation process, identify the challenges encountered, and examine the solutions applied in applying the Merdeka Curriculum in history learning at SMA Negeri 1 Sarudu. This research used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes stages of data reduction, data presentation, and conclusion. The research results show that implementing the Merdeka Curriculum at SMA Negeri 1 Sarudu encompasses three stages: planning, implementation, and evaluation, centred on students' needs and characteristics. In the process, various problems were found, including student objections to P5 projects, teachers' difficulties in implementing differentiated learning, facility limitations, teachers' lack of initial understanding, and constraints in assessment time management. The solutions implemented by the school and teachers include socialising the benefits of P5, student mentoring, learning style mapping, teacher training, facility optimisation, and more structured assessment scheduling. This research concludes that implementing the Merdeka Curriculum at SMA Negeri 1 Sarudu still faces challenges, but these can be overcome through collaboration between the school and teachers so that history learning runs more effectively and in line with the principles of independent learning.

Implementation of Differentiated Learning of the Independent Curriculum in History Subjects in Class X-A of SMA Negeri 4 Palu. Thesis. History Education Study Program, Department of Social Science Education, Faculty of Teacher Training and Education, Tadulako University. Supervisor Idrus A Rore. This study aims to analyze the implementation of differentiated learning in the Independent Curriculum in History subjects in class X-A of SMA Negeri 4 Palu. This study uses a qualitative descriptive research method. Data collection techniques used in this study are observation, interviews, and documentation. Based on the results of this study, the implementation of differentiated learning in the independent curriculum in history subjects in class X shows that the understanding of history teachers at SMA Negeri 4 Palu regarding the concept of differentiated learning in the Independent Curriculum is quite good but still needs to be improved. Teachers understand that differentiation aims to adapt learning to the needs, interests, and readiness of students, and implement it through varied assignments, student grouping, and the use of different media. However, the implementation still faces obstacles such as limited time, facilities, and a large number of students, as well as some teachers who do not fully understand this concept. Nevertheless, support in the form of training and teacher discussions has helped increase student motivation and engagement in history learning.

Strengthening the Pancasila Student Profile through Local Diversity Activities at SMP Negeri 12 Palu. Study Program of History Education, Department of Social Science Education, Faculty of Teacher Training and Education, Tadulako University. Supervisor: Fajar Nugroho. This study aims to: (1) Describe the process of strengthening the Pancasila Student Profile through local diversity activities at SMP Negeri 12 Palu; (2) Explain the impact of strengthening the Pancasila Student Profile on students through local diversity activities; and (3) Identify challenges and obstacles in implementing the strengthening of the Pancasila Student Profile through local diversity activities. This research employed a descriptive qualitative method with data collection techniques including: (1) observation; (2) interviews; and (3) documentation. The findings show that local diversity activities conducted in the form of Cultural Exhibitions, traditional dances, and other cultural projects actively instill Pancasila values such as mutual cooperation, local diversity, and critical reasoning. However, obstacles remain, such as limited teacher understanding of the P5 module and low student participation. The study concludes that local diversity activities are able to strengthen student character dimensions in line with the Pancasila Student Profile if supported by the consistent and sustainable involvement of the entire school community.

Developing critical thinking and communication skills is essential for prospective teachers in facing the demands of 21st-century education. Case-Based Learning (CBL) provides authentic problem contexts that encourage active discussion, collaboration, and reasoning. This study examined the effect of CBL on team communication skills in the Social Science Education course for PGSD students at Universitas Muhammadiyah Kendal Batang (UMKABA). A quantitative descriptive design with a pre-test–posttest approach was used, involving 24 students selected through saturation sampling. Data were collected using questionnaires supported by observations and interviews, and analyzed using paired sample t-tests. The findings revealed a significant improvement in students’ team communication skills after CBL implementation. The average communication score increased from 66.33% (Good) in the pre-test to 81.83% (Very Good) in the posttest (t = -19.728, p 0.001). Improvements were also observed in collaboration and interaction indicators, demonstrating that CBL fostered active participation, constructive dialogue, and teamwork. These results confirm that CBL effectively enhances not only students’ cognitive engagement but also their interpersonal skills, which are critical for future teachers. The findings align with constructivist learning theory, emphasizing that meaningful knowledge is developed through collaborative and interactive processes. CBL significantly improves PGSD students’ communication, collaboration, and interaction skills in social science education. This study suggests that integrating CBL into teacher education curricula can strengthen graduates’ readiness as adaptive and communicative educators.

In the context of elementary school education, it is essential to apply teaching methods that maintain students’ engagement and interest. One effective method is ice-breaking, designed to create a pleasant and comfortable learning atmosphere by reducing initial tension. This study aimed to analyze the implementation of ice-breaking activities in the teaching of Natural and Social Sciences (NSS) for Grade 3 students at a public elementary school in Central Java, and its impact on student engagement and learning outcomes. The research adopted a qualitative case study approach, utilizing classroom observations and teacher interviews. The findings indicate that the application of ice-breaking activities significantly increased students’ interest and enjoyment in NSS lessons, improved comprehension of the material, and enhanced confidence in answering questions. Prior to the intervention, students showed relatively low engagement and interest in learning NSS. After the intervention, observations and interviews indicated that students became more engaged and expressed greater enjoyment in the learning process. Despite these benefits, challenges such as limited instructional time and initial resistance to new strategies were observed. To address these issues, concise and relevant activity planning and professional development for teachers are recommended. These results imply that the integration of ice-breaking activities can meaningfully improve the learning experience at the primary level.

This study explores tensions between procedural and substantive knowledge within New Zealand’s competency-based curriculum reforms, focussing on social sciences education. Drawing on interviews with teachers, it examines how the shift towards skill-oriented, procedural knowledge impacts teaching practices, student preparedness for higher education, and the broader educational landscape. Findings reveal significant challenges, including the overemphasis on marketable skills, content fragmentation, and inequities in curriculum delivery. Teachers express concerns about the marginalisation of substantive knowledge, particularly in disciplines like social sciences, where contextual and theoretical depth are crucial. The study advocates for a balanced approach, informed by the Chinese Yin-Yang philosophy, which emphasises the interdependence of procedural and substantive knowledge. Recommendations include clearer policy guidelines, enhanced teacher support, and a reassessment of assessment practices to foster both critical thinking and deep disciplinary understanding. This research contributes to ongoing debates about curriculum design in the knowledge economy, offering insights into how New Zealand’s education system can better integrate skills and content to promote equitable and holistic learning outcomes.

The current research aims to validate a problem-based module based on local wisdom material to influence elementary school students' critical thinking skills. A mixed-method research design with quantitative descriptive analysis was used to explore the experts' validation, and observation was conducted to prove the influence of the module for students' critical thinking skills. The participants were two experts who were purposely selected to measure the module's appropriateness and ten students who were conveniently selected to prove the influence of the module on students critical thinking skill. The experts' validation considered several aspects, such as the accordance of the module to the syllabus, the overall appropriateness of the module, and the media acceptance of the module. Based on the module's accordance with the syllabus, the overall expert rating was 4.71, the pedagogical aspect of the module acceptance was 4.66, and the media characteristic of the module was 4.50, indicating the agreement of the experts on the appropriateness of the module. In terms of the impact of the module on students' critical thinking skills, observation was conducted measuring the students' ability in critical thinking throughout the learning process with the module. It was found most of the students were able to conceptualize a question, analyze arguments, clarify and answer questions, do observation and do evaluation based on the observation, make deductions and draw conclusions and evaluate the outcomes, and formulate inductions and evaluate them.

This study investigated social science teachers' perceptions of and practices in global citizenship education (GCED) through a case study of two government primary schools in Bangladesh. The study was qualitative to obtain in-depth insight from the participants. The schools and participants were selected purposively. In-depth interviews were conducted with four social science teachers and two head teachers. Two FGDs were conducted with students, and four classrooms were observed. The data were analyzed thematically, and nine themes emerged, such as knowledge of GCED; perceptions of diversity, empathy, and solidarity; GCED in the curriculum; pedagogies for GCED; cocurricular activities; GCED; student voice, engagement, and GCED; practicing GCED in the classroom and school; practicing equality in and out of the classroom; and ensuring critical pedagogy through student voice and engagement.

The article comprehensively examines the history of the Department of Ukrainian Studies, Cultural Studies, and History of Science of NTU “KhPI” from the appearance of the first history department in the institution of higher education to the present day. The contribution of the staff of the historical and cultural departments of NTU "KhPI" to the teaching of social sciences and humanities is presented, and their scientific achievements are shown; the research activities of the department, its implementation of the international German-Ukrainian project "Kharkiv - a wounded city" on the Copernico portal, were disclosed, the role of the Slobozhanski skarby Museum named after G. Khotkevych as an important ethnographic center of Kharkiv is substantiated. Special attention is paid to the period of Ukraine's independence, as well as the challenges of the period of the Russо-Ukrainian war.