From Classroom to Global Impact: The Role of Social Studies Teachers in Building a Sustainable Future

Adeyoola Eunice Dr. Akinwande and Adeniyi Wasiu Adeowu
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Adeyoola Eunice Dr. Akinwande: University of Ilesa, Ilesa, Osun State, Nigeria
Adeniyi Wasiu Adeowu: University of Ilesa, Ilesa, Osun State, Nigeria

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 2868-2872

Abstract: This study explored the critical role Social Studies teachers play in addressing global issues in the Nigerian educational context. Adopting a descriptive survey design, the study sampled 40 Social Studies teachers selected from 20 junior secondary schools in Ife Central Local Government Area of Osun State. A validated instrument titled the Questionnaire on Teachers’ Roles in Solving Global Issues (QTRSGI) with a reliability coefficient of 0.76 was used for data collection. Data analysis involved descriptive statistics and t-test analysis at a 0.05 significance level. Results revealed a high level of teacher engagement with global issues, with a weighted average of 3.21. No significant difference was found between male and female teachers’ engagement (t = -0.96; df = 38; p > 0.05). The study concludes that Social Studies teachers are indispensable agents in cultivating students’ global awareness and recommends increased support and professional development opportunities.

Date: 2025
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