Identifying the components of the junior high school social studies curriculum based on 21st century skills

Abstract

The aim of the present study was to identify the components of the secondary school social science curriculum based on 21st century skills. This research is of a developmental-applied type and is qualitative in terms of research objectives. The population and statistical sample related to the synthesis study stage included theses, libraries, research plans, and articles available in databases, which were determined to be 132 studies. The statistical sample also included 44 studies that were selected using the purposive sampling method and based on the inclusion and exclusion criteria for the study. The statistical population related to the interview included curriculum planning specialists, social science teachers, and heads of social science educational groups. The statistical sample consisted of 16 people who were selected using the purposive sampling method and based on the inclusion and exclusion criteria for the interview, and the number of statistical samples was determined based on data saturation. In the present study, two tools of synthesis study and interview were used to collect research data, and their validity and reliability have been confirmed. Based on the research findings, the social sciences curriculum based on 21st century skills has 3 main components, 11 sub-components, and 58 concepts. It can be said with confidence that all three components, eleven sub-components, and 58 concepts have the necessary sufficiency to remain in the research.