Teachers' Attitudes Towards Teaching and Learning Social Studies in Fifth Grade

This study explores the attitudes and practices of teachers regarding the teaching and learning of Social Education in fifth-grade classes in Romania. Introduced as a distinct subject in the national curriculum in 2017, Social Education promotes critical thinking, children's rights, democratic values, and civic engagement. Grounded in constructivist learning theory and a rights-based pedagogical framework, the subject aims to support students in becoming active and responsible citizens. Through a quantitative analysis based on a structured questionnaire applied to 162 teachers, the research investigates the frequency and perceived effectiveness of specific teaching methods such as debates, role-playing, group projects, and reflective activities. The findings reveal that while most educators favour participatory and experiential approaches, there is still a strong reliance on traditional resources such as textbooks. Teachers reported limited access to diverse educational resources and a moderate use of digital platforms. The study concludes with a call for ongoing professional development and curricular support to enhance pedagogical strategies and to strengthen the integration of children's rights and critical thinking in everyday teaching practice.