Theoretical Perspectives on Integrated Social Sciences: A Literature Review

Eulicer Palacios Palacios
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Eulicer Palacios Palacios: Universidad Pedagógica Experimental el Libertador, Venezuela

Pedagogical Constellations, 2026, vol. 5, issue 1, 512-534

Abstract: This article presents a qualitative narrative review of theoretical perspectives on the integration of the social sciences into education (2021–2025; academic databases (Dialnet, ERIH/ERIT, Redalyc) and institutional repositories of traceable doctoral theses were consulted; the selection process included removal of duplicates, screening by title/abstract, and full-text review, resulting in a final corpus of n = 12 documents, analyzed through thematic synthesis and theoretical triangulation. Results: Four core themes were identified: (1) epistemological foundations based on transdisciplinarity and complexity; (2) curricular integration and didactic mediations oriented toward situated curriculum; (3) the teaching role and institutional conditions (collaboration and networks); and (4) inclusion, territory, and ethical-digital challenges, with persistent gaps in operationalization and evaluation. The literature agrees on the relevance of integrating knowledge for complex phenomena, but reveals tensions between conceptual consensus and a lack of comparable evidence. There is a need to clarify operational definitions, design criteria and instruments for evaluating integration, and strengthen institutional conditions for sustainable implementation

Keywords: social sciences; narrative review; transdisciplinarity; curriculum integration; teacher education; digital ethics (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:5:y:2026:i:1:id:173

DOI: 10.69821/constellations.v5i1.173

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