Evaluation of social studies curriculum and textbooks in the context of information security

Information security is a set of processes inseparable from human life today. It is an undeniable fact that advancements in information and communication technologies affect human life in every aspect of today's society. We can now conduct business and transactions in many areas, including economic, social, health, and e-commerce, using the information devices we use in our daily lives. Digital interactions, which significantly impact human life in all these areas, necessitate the development of certain awareness levels within us. Information security is, in a sense, a process that requires preventive security measures to raise awareness of digital interactions that are integral to our daily behaviors and affect our lives. This study examines the extent to which preventive security measures that raise awareness about information security processes are covered in the 2024 Social Studies Curriculum and Social Studies textbooks, the distribution of these contents, and their effectiveness. This research was conducted using document analysis, a qualitative research design. In this study, the Social Studies Curriculum published as of 2024 and the 4th, 5th, 6th, and 7th grade Social Studies textbooks approved by the Ministry of National Education for the 2024–2025 academic year were used as data sources. In line with the purpose of the research, the theme of information security was analyzed within the scope of learning areas, achievements, skills, dispositions, and literacy components. In addition, the textbooks were examined within the framework of the three basic dimensions of information security: confidentiality, integrity, and accessibility; the contents were supported with tables and visuals. Descriptive analysis was used in the analysis of the data. First, the relevant curriculum and textbooks were scanned to identify content related to information security; then, these contents were categorized according to grade levels. The findings were classified to demonstrate how the concept of information security was addressed in different dimensions. At the end of the study, it was observed that the content that raises information security awareness in the social studies curriculum was effectively provided in the field of Technology and Social Sciences learning. It was observed that the 4th, 5th, 6th, and 7th grade textbooks directly and indirectly address aspects of information security awareness. The social engineering process of phishing is explained with examples, information is provided on disinformation (information distortion), real-life examples of fraud in online shopping are provided, and the objectives, skills, activities, and visuals are included. Consequently, it was observed that the technical details of the processes that malicious individuals using social engineering processes exploit people's lack of technical knowledge and awareness to create undesirable and harmful outcomes are not addressed. Therefore, it is believed that incorporating such technical awareness into the content will prevent many negative consequences.