Provision of teaching and learning resources in schools as a prerequisite for high-quality social sciences education: an analysis of Lithuanian general education schools

The implementation of competence-based curricula requires not only methodological change but also adequate material conditions that enable meaningful learning experiences. This study examines the availability and use of teaching and learning materials as a structural precondition for high-quality social studies education in Lithuanian general education schools. Using a mixed-methods design, the research combines national quantitative data from 1,315 schools with qualitative interviews conducted with 32 school principals. The findings indicate a systemic shortage of teaching materials in history, geography, and primary social studies. Schools often possess only part of the required resources, with particularly limited access to interactive and inquiry-based tools that support analytical, spatial, and historical thinking. While traditional visual materials are more common, modern and subject-specific resources remain insufficient. School leaders report prioritizing materials necessary for formal curriculum implementation, especially textbooks, while innovative tools are frequently postponed due to financial constraints. Although many schools aim for equal distribution across subjects, social studies are often perceived as relatively under-resourced. The findings suggest that teaching materials function as an important mediating factor between intended curriculum and classroom practice. A more strategic, subject-sensitive approach to resource provision is needed to ensure equitable and high-quality competence-based social studies education.