Identification of the Components of the Lower Secondary Social Studies Curriculum Based on 21st-Century Skills
Keywords:
Curriculum, Social Sciences, 21st Century SkillsAbstract
Purpose: This study aims to identify the components and objectives of the lower secondary social studies curriculum based on 21st-century skills.
Methodology: A qualitative research design was employed in two phases. The first phase involved a research synthesis of 132 academic sources from national and international databases, with 44 studies selected for in-depth analysis based on inclusion and exclusion criteria. In the second phase, 16 semi-structured interviews were conducted with curriculum planners, social studies teachers, and educational supervisors. Data were analyzed using thematic analysis.
Findings: The results revealed fourteen core themes categorized into three major skill domains: learning and innovation skills, information and media literacy, and life and career skills. Key objectives included effective communication, active listening, group collaboration, responsibility, critical thinking, commitment, and employability. These were integrated into an overarching goal of “life, communication, and career skills education based on 21st-century competencies.”
Conclusion: The findings indicate that revising the objectives of the lower secondary social studies curriculum in alignment with 21st-century skills is essential. The identified objectives offer a coherent and contextually relevant framework for enhancing educational, social, and professional readiness among students.
Downloads
References
Ashraf, T. (2021). Analysis of Social Responsibility Skills With Reference to Life Skills in Secondary School Curriculum. Pakistan Social Sciences Review, 5(IV), 368-381. https://doi.org/10.35484/pssr.2021(5-iv)29
Athanasiadis, A. (2024). The Importance of Artificial Intelligence in the High School Computer Science Curriculum as Evaluated by Computer Science Teachers in the Region of Western Macedonia. Ijei, 6(4), 93-102. https://doi.org/10.69685/nrjm3891
Bhowa, M., & Aribino, N. (2024). Education With Production or Education Pragmatism as Solution to the Skills Shortage in Zimbabwe: Policy With Continuity? Lh, 136-160. https://doi.org/10.71458/pwt67g20
BÜKen, R., & Artvinli, E. (2021). Analysis of Geography Attainments in the Social Sciences Curriculum of Turkey According to the Revised Bloom's Taxonomy. Romanian Review of Geographical Education, 10(2), 89-107. https://doi.org/10.23741/rge220215
Chen, Q., & Lin, S. (2021). Discussion on the Importance of Design Literacy to the Development of Fine Arts Education in Middle Schools. https://doi.org/10.2991/assehr.k.210609.007
Guffová, D., Haviar, M., & Sisáková-Chovanová, A. (2022). 21st Century Skills in Educational Standards for Lower Secondary Education in Slovakia. Norma, 27(1), 9-18. https://doi.org/10.5937/norma27-36344
Hamidu, H. K., & Péter, I. (2025). The Alignment/Linkage of Students’ Academic Competence Experienced inSecondary Schools and Universities. A Case Study of Competence-BasedCurriculum Implementation in Tanzania. International Journal of Social Science and Human Research, 08(02). https://doi.org/10.47191/ijsshr/v8-i2-58
Hörmann, C., Schmidthaler, E., & Sabitzer, B. (2023). Navigating The Implementation Of the Curriculum Digital Education In Austrian Secondary Schools: Challenges And Teacher Perspectives. 167-179. https://doi.org/10.1007/978-3-031-44900-0_13
Kabir, S. M. A. (2024). Policy and Practice of Listening in Secondary English Education: A Critical Reflection From Bangladesh. Mj, 48(3), 1-11. https://doi.org/10.61871/mj.v48n3-13
Knekta, E., Almarlind, P., & Ottander, C. (2022). The Purpose of Science Education. Nordic Studies in Science Education, 18(1), 39-62. https://doi.org/10.5617/nordina.8224
Manochehri, M. H., Shafiei, N., Mehdizadeh, A., & Araghieh, A. (2025). Identifying the Dimensions and Components of a Systems Thinking Curriculum With a Heutagogical Approach in Lower Secondary Education. Jsied, 4(5), 300-314. https://doi.org/10.61838/jsied.4.5.16
Mpisili, M. (2022). Innovation and Strategic Management Practices in the Implementation of Competency-Based Curriculum in Kenya. International Journal of Current Aspects, 6(1), 62-72. https://doi.org/10.35942/ijcab.v6i1.241
Namubiru, A., Kisembo, M., Kasiita, T., Kagambe, E., & Kasiita, T. (2024). Perceptions of Teachers on the Implementation of the Competence-Based Curriculum in Secondary Schools in Bundibugyo and Ntoroko Districts, Uganda. East African Journal of Education Studies, 7(3), 13-27. https://doi.org/10.37284/eajes.7.3.2013
Özen, N. E., & Kaplan, K. (2023). 21st Century Skills in Curriculums of Turkey, Alberta, Korea and Singapore. Pamukkale University Journal of Education. https://doi.org/10.9779/pauefd.1182195
Putra, M., Kampai, A., & Ngardi, V. (2024). Revolusi Pendidikan Menengah Di Amerika: Peran Hidden Curriculum Dalam Menghadapi Tantangan Era Industri 5.0. Jemast, 3(02), 125-135. https://doi.org/10.57255/jemast.v3i02.852
Rebecca, J. (2025). Effective Assessment of Generic Skills in Uganda's Secondary Schools. East African Journal of Arts and Social Sciences, 8(1), 221-223. https://doi.org/10.37284/eajass.8.1.2711
Ruzeika, F. F., Mohammed, L. A., & George, P. (2024). Challenges Faced by Students in the Application of CBE in Senior Secondary Mathematics Education in Sri Lanka. JLSDGR, 5(2), e03021. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03021
Sapkota, A. (2022). Relevancy of Revised Bloom's Taxonomy in School-Level English Language Curriculum. NELTA Bagmati J., 3(1), 19-40. https://doi.org/10.3126/nbj.v3i1.53413
SarigÖZ, O. (2023). Examination of Secondary School Mathematics Curriculum in Terms of 21st Century Skills. E-International Journal of Educational Research. https://doi.org/10.19160/e-ijer.1200499
Schoots-Snijder, A. J. M., Tigelaar, D. E., & Admiraal, W. (2025). Curriculum Guidelines for the Development of Student Agency in Secondary Education: A Systematic Review. The Curriculum Journal. https://doi.org/10.1002/curj.318
Štolcová, K., Hanuš, M., & Řezníčková, D. (2023). Geography Curriculum Fidelity in Map-Skills Development: Examining Teachers’ Personal Concepts, Lesson Objectives, and Observed Lessons. Geografie, 128(4), 397-418. https://doi.org/10.37040/geografie.2023.016
Tabaro, C. (2018). The Rwandan Secondary School Competence-Based Curriculum: Knowledge, Skills and Attitudes to Incorporate in the University of Rwanda-College of Education Programs to Align Them With the Current Curriculum. International Journal of Education and Practice, 6(2), 64-75. https://doi.org/10.18488/journal.61.2018.62.64.75
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 فرحناز کوهی صومعه (نویسنده); حسین بقایی; زرین دانشور هریس (نویسنده)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
