The Role of Social Studies Education in Building a Pandemic-Resilient Society

Abstract

The Social Studies course aims to educate students as active citizens who are sensitive to their environment and country. In this context, the social effects of biological disasters such as pandemics are not only a concern of natural sciences but also of social sciences, requiring a multidimensional approach. This study investigates the role of Social Studies education in coping with pandemics within the scope of disaster education. A basic qualitative research design was adopted. The study group consisted of 18 students and 5 teachers selected through criterion sampling from a middle school in Ankara. Data were collected using semi-structured interview forms tailored for students and teachers, as well as student-created cartoons. Descriptive analysis was employed to interpret the data. The findings indicated that students linked the Social Studies course to pandemic-related themes such as compliance with social rules, awareness of rights and responsibilities, communication skills, and media literacy. It was found that students particularly benefited from the “Individual and Society” and “Science, Technology and Society” learning domains. Teachers noted that the pandemic's relevance to real life, the interdisciplinary nature of the course, and its verbal structure supported the course’s effectiveness in addressing pandemic-related issues. However, they also emphasized the lack of specific content on pandemics and the insufficiency of class hours, suggesting the need for curricular improvement. Overall, the findings highlight the importance of Social Studies education in raising disaster-aware individuals and underline the necessity of using relevant learning domains effectively. Recommendations are offered for researchers and practitioners.