Examining social studies teacher candidates attitudes towards global problems

In this study, it was aimed to reveal the attitudes of pre-service social studies teachers towards global issues. Within this framework, the main research question of the study was determined as "What is the level of pre-service teachers' attitudes towards global issues?". From this point of view, the survey model, one of the quantitative research methods, was employed in the study. The population of the research consisted of pre-service teachers enrolled in social studies education programs at various universities (Gaziantep, Kilis 7 Aralık, İnönü, Dicle, Muş Alparslan, Adıyaman, Kahramanmaraş Sütçü İmam) during the 2024-2025 academic year. The sample of the study was composed of 456 pre-service teachers selected from the population through the convenience sampling method. To obtain the data, two different data collection tools were used: the Personal Information Form developed by the researcher and the Attitude Scale Towards Global Issues developed by Kan (2020). The data obtained through these instruments were analyzed using an appropriate statistical analysis program. As a result of the study, it was found that the attitudes of pre-service social studies teachers towards global issues were at a high level. This finding indicates that pre-service teachers are not only highly aware of global issues but also approach them in a solution-oriented and sensitive manner. However, a more in-depth examination of the results revealed that there was a significant difference in favor of male students in their attitudes towards global issues. In addition, it was concluded that as the frequency of reading books, interest in global issues, and parental educational level increased, the attitudes of pre-service social studies teachers towards global issues also increased. Furthermore, the results showed that the attitudes of third- and fourth-year pre-service teachers were higher compared to those in the first and second years. Finally, contrary to these findings, no significant difference was found with respect to the variable of the place where pre-service teachers had spent most of their lives.