Evaluation of Education Information Network (EBA) content within the scope of social studies course

The incorporation of technology into education has transformed teaching methods and improved student learning. In Social Studies courses, educational technologies facilitate more effective instruction. This study examines the Social Studies content provided on Türkiye's Education Informatics Network (EBA). Using a sequential explanatory design within a mixed-method research framework, the study integrates quantitative and qualitative approaches. The quantitative phase involved surveys, while the qualitative phase included semi-structured interviews and document analysis. Participants comprised Social Studies teachers from public and private schools in Erzincan, Türkiye. Quantitative data were analyzed through descriptive statistics, while qualitative data were examined using content and descriptive analysis techniques. Findings indicate that most teachers use EBA to illustrate concepts, reinforce learning, support revision, assign homework, and improve retention. They generally found EBA content purposeful, user-friendly, and aligned with students' developmental levels and learning objectives. Additionally, the content was well-organized and conducive to educational goals. However, teachers identified areas for improvement, citing content deficiencies and technical infrastructure issues affecting functionality. Accessibility challenges also persist due to students' limited access to technological devices. Addressing these issues by enhancing EBA's infrastructure and content quality will strengthen its effectiveness in Social Studies education.