Assessing the Inculcation and Internalization of the 21st-Century Skills among Social Studies Teachers and Primary Schools Pupils in Plateau State, Nigeria

The study examined the inculcation and internalization of 21st Century skills among Social Studies teachers and primary schools’ pupils in Plateau State, Nigeria. Four (4) research questions were raised and two hypotheses were formulated to guide the study. A descriptive survey was employed and the research population comprised of 800 Social Studies teachers across the state out of which 120 were sampled for the research. 4,200 pupils were in the classes of the 120 Social Studies teachers sampled but only 1,200 were randomly sampled (10 pupils per class) and their behaviour observed. A semi-structured interview, checklist and questionnaire were used to collect data for the study. The collected data were analyzed using frequency, mean, standard deviation and independent sample t-test. The findings revealed a moderate knowledge level and inculcation of 21st Century skills knowledge among Social Studies teachers investigated in the study. Also, the study found that low internalization and demonstration of the 21st Century skills among primary school pupils examined. The study therefore, recommended that, Government should provide adequate support for refresher training for Social Studies teachers to improve their knowledge and skills on the inculcation of 21st Century skills components. Also, educational policy makers should develop clear guidelines and standard for integrating the 21st Century skills into the primary school curriculum for pupils’ benefits.