Purpose: This study examined the civic education content of the 2022 revised special education social studies curriculum achievement standards and middle and high school social studies textbooks, aiming to propose educational implications and directions for fostering democratic citizenship competencies of students with special educational needs. Method: Nine documents were analyzed, including the social studies curriculum, middle and high school textbooks, and teachers’ guides. The analysis identified moral, rights-based, participatory, and global citizenship elements and their sub-values, categorized across personal, interpersonal, and social dimensions. Results: The analysis found 51 values and 96 dimensions in 27 curriculum achievement standards; 283 values and 440 dimensions in 242 middle school textbook topics; and 286 values and 382 dimensions in 250 high school textbook topics. Conclusion: The study discussed educational implications and strategies to enhance democratic citizenship among students with special educational needs, with a focus on strengthening competencies in self-determination, rights awareness, and social participation.

This study addresses the changes in “cultural heritage” terminology in the 2015 and 2022 revised national curricula for third and fourth elementary grades and the resulting confusion and key issues. Following the enactment of the National Heritage Basic Law (NHBL), third- and fourth-grade social studies textbooks, to align with the 2022 curriculum, incorporated the NHBL’s terminology and definitions: thus “cultural heritage” is now limited to tangible cultural heritage. The National Education Commission and the National Institute of the Korean Language also revised national curriculum documents and the Standard Korean Language Dictionary to reflect the NHBL’s terminology and definitions. Despite these changes, while issuing the national curriculum, enacting related laws, writing textbooks, and revising the national curriculum and dictionary, several inconsistencies and contradictions in cultural heritage’s definition emerged. In elementary school social studies, “national heritage” has replaced “cultural heritage,” which has come exclusively to mean “tangible heritage.” Although the NHBL was intended to align with such international agreements as UNESCO’s, it seems that UNESCO and other international conventions do not classify cultural heritage solely as tangible heritage, distinguishing tangible and intangible cultural heritage and using both terms in their definitions. Along with the background and issues causing problems with meaning, this study examines the confusion and contradictions arising from cultural heritage taught and assessed exclusively as tangible heritage in third and fourth grades. It also offers reflections and suggestions for improving cultural heritage education.

This study aims to develop a content-linked vocabulary instructional program by partially adapting the modified robust vocabulary instruction (RVI) approach to support the academic achievements and curricular adaptation of multicultural learners. Core vocabulary was selected from the politics, law, and economics units in the 5th- and 6th-grade social studies textbooks, and step-by-step instructional strategies were designed to reflect the specific needs of these learners. In particular, the study explored its applicability within the “curricular adaptation Korean” context of the KSL curriculum. The findings highlight the necessity of explicit vocabulary instruction for multicultural learners and propose the modified RVI approach as an effective method for enhancing both academic achievement and curricular adaptation. However, as the study was based on the 2015 revised curriculum, further research is needed to incorporate the 2022 revised textbooks and to expand programs across subjects, with tailored vocabulary instructions for diverse learner backgrounds and levels.

Literacy Skills in Social Studies Textbooks in Türkiye and a Critical Approach

Classroom Practices of Teachers for Students’ Moral Development: Islamic Studies Textbook Garde VIII

ABSTRACT This article contributes to the critical discourse on neoliberalism’s impact on shaping how future generations understand their world by examining its localisation and ideological reflections in Turkish Social Studies Textbooks (SSTB). Drawing on Apple’s and Harvey’s transformative ideas on neoliberal ideology, it explores how neoliberalism, often analysed from a Western perspective, takes different forms under local dynamics and influences textbook content. Using Critical Discourse Analysis (CDA), the study uncovers numerous neoliberal discourses embedded in SSTB. Findings show that textbooks adapt to the demands of the business world and reflect neoliberal values shaped by socio-political changes. They emphasise consumption, competition, and entrepreneurship as dominant educational paradigms while downplaying or ignoring the social functions of education, such as rights. Based on the findings, it is emphasised that SSTB should strengthen democratic values to balance neoliberal influences and provide more inclusive and community-centered perspectives.

Cultivating Learner’s Inquiry Competency to Face Future Challenges: Focusing on the Analysis of Social Studies Textbook of Elementary Schools

The 2024 grade 6 NCERT social studies textbook significantly differs in its interpretation of nationalism from the previous generation of social studies textbooks. The new textbook emphasises an ancient territorial definition of India in comparison with the older textbooks, which went with how the 1952 Constitution of India saw who is an Indian. The new textbook version of nationalism also largely ignores social inequality and the role of justice. This article explores whether it is possible to have a dialogue between the respective discourses in which the 2024 and 2006 textbooks are embedded. One possible starting point for the conversation can be that the 2024 textbook’s definition of India actually differs from that of several of its ideologues like Savarkar, Upadhyaya and Madhav, who seem to be more in line with the previous textbooks’ definition of India. Perhaps it is still possible to discuss which version of nationalism can lead to greater fraternity and justice in India.

There are many studies related to gender representation in textbooks, but there is still limited research specifically focused on the representation of women in Indonesian social studies textbooks. This study aims to address that gap by analyzing the portrayal of women in three Indonesian social studies textbooks in comparison to the dominant representation of men. The findings suggest that the authors of these textbooks are generally mindful of gender equality and strive to represent both men and women. However, the majority of representations of women tend to be stereotyped, both in images and text. This analysis demonstrates that social studies textbook authors and curriculum designers would benefit from a deeper awareness of the stereotypes that depict unequal gender roles for both women and men. It is essential to avoid gender stereotypes, as social studies textbooks not only provide theoretical and practical knowledge but also convey underlying values such as gender equity.

ABSTRACT Incorporating human rights principles into the educational system is vital to fostering a more just and compassionate society. This content analysis assessed the expression of human rights thinking in Saudi Arabia’s middle school Islamic studies textbooks (Grades 7, 8, and 9). The analysis finds significant expression of principles of human dignity, justice, fairness, peaceful coexistence, and compatibility. These principles resonate with human rights concepts, suggesting that the textbooks encourage students to embrace associated values. This study recommends improved teaching methods that emphasise Islamic perspectives on human rights and interactive classroom discussions.

Study examined significance of differentiated techniques in accelerating learning achievement in business studies among learners in secondary schools in Nairobi County, Kenya. Triggered by persistent underperformance study investigated how varied instructional strategies contributed to academic success. Anchored on social constructivist theory study utilized mixed methods approach incorporating Solomon four-group quasi-experimental design to control for pretest sensitization effects. 200 learners were sampled using stratified random sampling techniques. Quantitative data were analyzed using t-tests, chi-square tests, and linear regression models. Learners perceived differentiated instructional elements such as varied diagrams and test assignments were beneficial in boosting active participation. There was significant positive relationship between differentiated techniques and learning achievement in experimental group (R² = 0.396, β = 0.217, p < .001), while no significant relationship was observed in control group (β = -0.141, p = 0.629). Study recommends differentiated strategies within textbook guidelines and adequate teacher training to ensure effective classroom implementation of these strategies.

The present research was conducted about studying the thematic analysis of textbook on Social Studies in junior middle school students based on configuring international concept. The statistical population of this research included three volumes of social studies textbooks. The units of analyses were text and photos. In this regard, during the thematic analysis of the social studies textbook, a total of 1424 units were extracted in relation to international concept. These units are distributed in two general approaches. These two approach can be involved in and benefit from both cooperation and competition simultaneously. Therefore, both types of relationships are emphasized at the same time with more emphasis on regional cooperation and more competition with the West. Considering these categories can bring global citizens, respect for themselves and others, and common thinking against threats, especially against the COVID-19 epidemic.

This study aims to evaluate the developed (integrated) social studies textbooks for the seventh and eighth grades in light of global standards for social studies. The study employs a descriptive methodology, and a questionnaire consisting of 46 items was developed, covering seven global standards. The questionnaire was distributed to a study population of 91 male and female teachers in the Qasabat Al-Mafraq Education Directorate. The results show that the degree of availability of global standards in the textbooks is high, with a mean score of (3.62) and a standard deviation of (0.60). The "Global Citizenship" standard ranks first with a high degree of availability, while the "Digital Tools and Artificial Intelligence" standard ranks last with a moderate degree of availability. The study recommends increasing the inclusion of technology and artificial intelligence concepts in the textbooks in line with global progress in these fields, while also enhancing the aspects related to standards with moderate availability to achieve a more comprehensive integration within the content of social studies.

This study aims to examine teachers' views on environmental education themed activities in social studies textbooks. The study was conducted using a basic qualitative research design, and data were collected through a semi-structured interview form prepared by the researchers. The study group consists of 17 social studies teachers who agreed to participate voluntarily in the 2023-2024 academic year in Mersin province. The data were analyzed using content analysis, presented in tables according to themes and sub-themes, and interpreted. As a result of the study, teachers expressed that the environmental education-themed activities in the textbooks were insufficient. Teachers stated that the activities in the textbooks should be updated in accordance with the principle of learning by doing, student level, and the principle of near to far, and that the number of activities should be increased. Additionally, they indicated that they implemented alternative activities such as environmental cleaning work, afforestation activities, zero waste and recycling activities, showing documentaries and videos about the environment, field trips for environmental awareness, and value teaching activities. Based on these results, it can be recommended to increase the number of activities in the textbooks and update them by considering teachers' opinions.

ABSTRACT This paper investigates how the rights, roles and status of women are presented in Pakistan Studies textbooks (PSTs) for grades 9 and 10, published by Punjab Curriculum and Textbook Board (PCTB). Using a critical discourse analysis to identify and critique power relations embedded in educational discourses, we understand Pakistan Studies textbooks as politically contested and socially shaped and constituted. Drawing on postcolonial theories, postcolonial feminism and Foucault’s work on power relations, we introduce Pakistan as a postcolonial nation-state and describe its history and context in order to problematise the ‘cultural politics’ that produce these textbooks. We argue that patriarchal understandings of gender-relations and stereotypes of women as ‘weak’, ‘vulnerable’ and in need of ‘male protection and supervision’ are normalised in Pakistan Studies textbooks. The paper illustrates how the cultural politics of Pakistan is dominated by an ideology-based national identity that plays a key role in shaping the content of education materials including the curriculum and textbooks.

This study investigated the influence of curriculum coverage on learning achievement among Form Three learners using approved business studies textbooks in public secondary schools in Nairobi County, Kenya. The research was necessitated by persistent low and fluctuating performance in business studies, as highlighted in the KNEC (2023) report. Drawing from Senninger’s Learning Zone Model, the study emphasized the role of well-structured instructional content in promoting skill acquisition and knowledge construction. A mixed methods approach, based on the Solomon four-group design, was employed to assess the effectiveness of business studies textbooks. The study sampled 200 learners from selected schools, supported by interviews with teachers and administrators. Quantitative findings from t-tests and regression analyses showed that learners exposed to textbooks with well-aligned content achieved significantly higher post-test scores compared to those without such exposure. The experimental group recorded a mean post-test score of 13.96 against the control group’s 3.70, with a significant mean difference (p < 0.001). Further analysis indicated that curriculum coverage accounted for 36.8% of the variance in learning achievement in the experimental group (R² = 0.368, p < 0.001), while in the control group, the explanatory power was lower (R² = 0.195, p = 0.001). Bivariate analysis using chi-square tests also revealed significant associations between learner perceptions of curriculum coverage and their achievement outcomes (χ² = 20.866, p = 0.013). In light of the findings, the study recommends that KICD strengthen textbook review criteria to ensure adequate curriculum coverage and that Ministry of Education implements monitoring systems to support consistent curriculum delivery in schools. Keywords: Curriculum Coverage, Learning Achievement, Business Studies Textbook, Secondary Education, Instructional Design

ABSTRACT This study examines how knowledge about two biopolitical topics – abortion and homosexuality – are constructed and legitimized in high school textbooks in Poland. The research method used was qualitative content analysis. The study identified distinct legitimation strategies characterizing each of the subjects analyzed – social studies and family life education. Social studies textbooks emphasize legal arguments and highlight the struggle for subjectivity of excluded individuals and groups, while also noting the diverse perspectives from which the issues discussed can be assessed. The family life education textbook, meanwhile, accentuates the significance of the causes of the phenomena under discussion, using pejorative language to put students off abortion and homosexuality. The applied approach may offer a productive lens for analyzing how particular visions of reality are constructed in school education, and for illuminating what is marginalized, restricted, or overrepresented in teaching materials in relation to the interests of power.

This article examines the Kurdish Studies textbooks used in the first three years of schooling in the Kurdistan Region in Iraq, with a focus on the stories included in the curriculum. By analyzing these narratives through the lens of narrative learning theory, the study aims to explore how these stories contribute to social cohesion and peaceful coexistence among students. The primary goal is to uncover what students are taught, then to identify the possible gaps in their education, particularly regarding the representation of minority groups within the Kurdistan Region. This analysis seeks to shed light on the implicit messages students receive about their ethnic and/or religious societies and other minorities within the region, and the potential impact on their understanding of diverse communities.

The Reality of Including Preventive Education Concepts to Reduce Risks and Crises in Social Studies Textbooks in The Sultanate of Oman for Grades (3-12)

ABSTRACT Background In the 2021-2022 academic year, Liberal Studies (LS) of Hong Kong secondary education underwent a major reform. Significant changes made in the curriculum, including reduction in lesson hours and contents, have sparked discussions regarding their political implications. Method This study applies Balzacq’s securitization theory to analyze the implementation of LS reforms in Hong Kong. A qualitative content analysis focusing on ‘politicization’ and ‘depoliticization’ was conducted on all five editions of the ‘Hong Kong Today’ textbooks published between 2012 and 2020. Results Findings indicate that LS textbooks and examinations have undergone distinctive changes over time, reflecting a dynamic interplay (pre-2016 and post-2016) between politicization and depoliticization. These shifts align with broader political transformations and securitization efforts in Hong Kong. Conclusion This study provides a nuanced understanding of how curriculum reforms reflect broader socio-political developments. Insights into the intersection of education and politics are drawn, with implications not only for Hong Kong but also for curriculum analysis in other contexts.