An investigation of the new social studies curriculum and teaching at the third cycle of basic education: Erbil, Sulaymaniyah and Duhok as an example

This study aims to examine the new Social Studies curriculum and associated teaching practices in Iraq's regions of Erbil, Sulaymaniyah, and Duhok. It evaluates the curriculum's pedagogical effectiveness and its alignment with the principles of curriculum development. Employing Mixed Methods research techniques, surveys and interviews were conducted with curriculum development experts and teachers. The findings reveal that despite the reform's goal to foster critical thinking and civic awareness, significant implementation challenges arise due to inadequate teacher training, resource limitations, and the complexity of the curriculum. Teachers report only minimal differences between the old and new curriculums and display varied levels of satisfaction with the new curriculum. Issues such as inadequate funding, sensitive subjects, and time constraints also affect the development process. In conclusion, the study emphasizes the need for continuous opportunities for skill development for teachers, which would facilitate smoother transitions. For the successful implementation of the new curriculum, it is essential to strengthen teachers through systematic professional development and sustainable support structures.