Teaching Social Studies In Basic Schools: Teachers’ Philosophies, Experiences, And Insights

This study aims to explore how Social Studies teachers at the basic schools in Nepal conceptualize their educational philosophy and how it influences their pedagogical practices. It also investigates the availability and use of instructional materials and their impact on classroom experiences. Additionally, the study assesses the extent of the shortage of qualified and experienced Social Studies teachers in basic schools, highlighting implications for educational quality and policy. Using a qualitative research design, it draws on in-depth interviews with three teachers and three headteachers from schools in Sanothimi, Madhyapur Thimi Municipality, Bhaktapur, Nepal. Participants were selected through purposive sampling, and data were thematically analyzed. The findings provide insight into how educational philosophy, resource constraints, and teacher availability shape Social Studies teaching learning process. This study identifies key challenges in basic-level Social Studies education, including predominant teacher-centered teaching, inadequate use of instructional materials, and an overloaded curriculum. Financial limitations hinder experiential learning methods like field trips, while a shortage of subject-specific teachers compromises instructional quality. The findings emphasize the urgent need to integrate critical thinking and citizenship education to better equip students for active democratic participation.