The Degree of Inclusion of Social Concepts in Basic Stage Social Studies Textbooks in Light of International Standards from Teachers' Perspective

This study examines the extent to which social studies textbooks for the upper basic stage in Jordan incorporate key social concepts in line with international standards, as perceived by teachers. Positioned within educational studies and curriculum evaluation, the research adopts a descriptive–analytical design. A structured questionnaire, developed in light of relevant international frameworks for social studies education, was administered to a sample of 104 social studies teachers in Mafraq Governorate. Results indicate that the overall level of inclusion of social concepts in the textbooks is moderate. The domains of social structure (M = 3.20) and social relations (M = 3.19) scored highest, whereas interpretive social perspectives and research methods (M = 2.54) and stratification and inequality (M = 2.43) were notably underrepresented. No statistically significant differences were found in teachers’ evaluations by gender, years of teaching experience, or grade level taught. These findings suggest that current textbooks provide only a partial foundation for developing students’ social understanding and critical awareness. The study recommends revising social studies curricula to more fully embed contemporary social concepts and inquiry skills, enhancing the use of interactive and digital learning resources, and designing targeted professional development for teachers in modern, student-centred pedagogies. Strengthening students’ competencies in social research, critical thinking, and analysis through projects and classroom investigations is highlighted as essential for aligning Jordanian social studies education with international standards and 21st‑century learning goals.