The Level of Inclusion of 21st Century Skills in Social Studies Textbooks for the Intermediate Stage in Iraq

Abstract

The current study aimed to identify the extent to which 21st-century skills are incorporated into social studies textbooks in Iraq, The researcher adopted the descriptive-analytical approach in this study, as it is the most appropriate method for such studies and aligns with the nature of the research. The study population comprised all social studies curricula for the middle school level (grades 7, 8, and 9) in Iraq for the 2024–2025 academic year. The researcher developed a research tool appropriate for the study, creating an analysis form consisting of (7) key skills and (26) indicators, which was presented to a number of specialists and experts to verify its validity and reliability. The study’s results indicated that the inclusion of 21st-century skills in social studies textbooks for the middle school level was low, with the skill “critical thinking and problem-solving” ranking first at 28.6% of the total three textbooks. while the skill ranked last was “computing and information technology literacy,” with a percentage of 4.9%. In light of these results, the study recommended the need to increase the level of inclusion of 21st-century skills in middle school social studies textbooks, as they are essential for addressing the challenges of the 21st century.