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

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  • Dr. Akinwande, Adeyoola Eunice

    (University of Ilesa, Ilesa, Osun State, Nigeria)

  • Adeniyi Wasiu ADEOWU

    (University of Ilesa, Ilesa, Osun State, Nigeria)

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.

Suggested Citation

  • Dr. Akinwande, Adeyoola Eunice & Adeniyi Wasiu ADEOWU, 2025. "From Classroom to Global Impact: The Role of Social Studies Teachers in Building a Sustainable Future," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(7), pages 2868-2872, July.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-7:p:2868-2872
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    References listed on IDEAS

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    1. Vinay Bhargava, 2006. "Global Issues for Global Citizens : An Introduction to Key Development Challenges," World Bank Publications - Books, The World Bank Group, number 7194.
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