Document Type : Research Paper
Authors
1 Master’s Degree in Curriculum Studies, Kharazmi University, Karaj, Iran
2 Professor, Department of Curriculum Studies, Kharazmi University, Karaj, Iran
3 Associate Professor, Department of Curriculum Studies, Kharazmi University, Karaj, Iran
Abstract
The elementary-level Social Studies curriculum plays a fundamental role in nurturing responsible citizens and teaching social skills. Given the diverse educational approaches of different countries, a comparative analysis of Iran’s curriculum against those of Finland and Singapore, two nations recognized for their advanced and leading educational systems, can provide valuable insights into the strengths and weaknesses of the domestic curriculum, thereby offering avenues for the improvement of the education system. The aim of this research is to compare the objectives of elementary Social Studies curricula in these three countries. The study is qualitative in nature and employs a comparative approach. For its execution, a descriptive-analytical method was used, and the Bereday model was applied for data analysis. The research population comprises elementary Social Studies curricula worldwide, from which Iran, Finland, and Singapore were selected as the sample, utilizing purposive sampling with maximum variation. Findings indicate that the Social Studies curricula in Iran, Finland, and Singapore share a common emphasis on nurturing ethical citizens, enhancing awareness of rights and responsibilities, promoting historical and cultural literacy, and preparing individuals for social life. However, differences are also observed in their specific focal points: Finland prioritizes the teaching of life skills, entrepreneurship, and democratic principles; Singapore focuses on cultivating globally competent citizens adept at navigating multicultural societies; while Iran primarily emphasizes nurturing a generation committed to Iranian-Islamic identity, promoting the pursuit of justice, and resisting oppression.
Keywords
)