Social Studies in Primary Education: Between Serious Approaches and Implementation Challenges (A Field Study on a Sample of Primary School Teachers in the City of Ouargla, Algeria)

Abstract

This study aims to analyze the reality of teaching social studies subjects (History, Geography, and Civic Education) at the primary education level in the city of Ouargla, Algeria. It investigates the effectiveness of the teaching methods used, the difficulties encountered by teachers, and presents proposals for improving the educational process.

          The qualitative methodology was adopted, using interviews as a data collection tool, conducted with a sample of 25 primary school teachers.

           Findings reveal that although the current teaching methods vary (such as storytelling, digital media, maps, and discussions), they still suffer from limited student engagement and are primarily focused on theoretical content.

          Common challenges identified include a lack of teaching materials, overloaded curricula, difficulty in simplifying concepts, and students’ weak interest in the subject.

           Teachers proposed several development measures, most notably: integrating educational technologies, incorporating interactive activities, organizing field trips, and adapting content to better reflect learners’ real-life contexts and the specificities of their educational environment.