Ünlü İ., Kaşkaya A., Kaya E., Qolamani K. I. B.
JOURNAL OF CURRICULUM STUDIES RESEARCH, cilt.7, sa.2, ss.91-113, 2025 (Hakemli Dergi)
Özet
This study aims to examine how social studies teachers in Iraq's Erbil,
Sulaymaniyah, and Duhok regions interpret and respond to the
newly implemented social studies curriculum. The study was
designed using a case study approach within qualitative research
methods. Twenty teachers working in public schools in
Sulaymaniyah, Duhok, and Erbil participated in the research. Using
semi
-
structured interviews, the research examines the motivations
behind reform efforts, theoretical foundations of curriculum
objecti
ves, challenges encountered during development and
implementation, and educators' perspectives on anticipated
outcomes. The findings provide important insights for policymakers
and practitioners seeking to improve social studies education to
develop civica
lly engaged and socially aware students who can
navigate diversity and contribute to community development.
Several key patterns emerged, including the multiple ways teachers
learned about the new curriculum, their opinions on syllabus and
textbook clarity
, their understanding of core curriculum goals, their
comparisons between former and current curricula, and their views
on essential student learning outcomes. The study highlights the
complexity of curriculum reform and the need for clear
communication,
comprehensive educational materials, and an
integrated, analytical approach to social studies education. These
insights can inform future curriculum revisions, guide teacher
development programs, and affect policies aimed at strengthening
social studies in
struction