Examining the social studies curriculum in terms of 21st century skills

The aim of the study was to examine the 2005 and 2018 social studies curriculum in terms of 21st century skills and to determine how these skills are included in both programs. For data collection, the 2005 and 2018 curricula were utilized. The research employs qualitative research methods, specifically the document analysis technique, and descriptive analysis was chosen for the examination of findings. During the document analysis of the 2005 and 2018 social studies curricula, a rubric based on the Partnership for 21st Century Skills (P21) framework was used for analysis. According to the research findings, the document analysis technique revealed that the 21st-century skills most emphasized in the 2005 and 2018 curricula include creativity and innovation, communication and collaboration, social and cross-cultural skills, and critical thinking and problem-solving. The least emphasized 21st-century skills are flexibility and adaptability, media literacy, information literacy, and information and communication technology (ICT) literacy. When comparing the curricula, the study found that the 2005 curriculum lacks competencies and specific objectives compared to the 2018 curriculum. On the other hand, the 2018 curriculum was found to be insufficient in the assessment and evaluation section compared to the 2005 curriculum. It is suggested that the strengths of both curricula be combined to achieve a more balanced distribution of 21st-century skills.