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Social Sciences
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Social Sciences Teaching in the Face of the Global Challenges...
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Social Sciences Teaching in the Face of the Global Challenges of the 21st Century—2nd Edition

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Community and Urban Sociology".

Deadline for manuscript submissions: closed (31 December 2024) | Viewed by 3320

Special Issue Editor

Dr. Álvaro-Francisco Morote

E-Mail Website
Guest Editor
Department of Experimental and Social Sciences Education, University of Valencia, 46010 València, Spain
Interests: didactics of geography and social sciences; climatology; climate change; natural hazards (floods, droughts, etc.); natural resources (water); landscape and field trips; social representations of school students; teachers in training and in service; textbook analysis; didactic proposals
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In 2021, Social Sciences published a Special Issue containing 13 contributions titled “Social Sciences Teaching in the Face of the Global Challenges of the 21st Century” (https://www.mdpi.com/journal/socsci/special_issues/Social_Sciences_Teaching). We are pleased to announce that we are now re-opening this Special Issue to continue the development of this topic.

At present, major global changes are underway, and these have marked effects across all social, economic, political, and environmental fields (among others). Issues of climate change, natural hazards, social inequalities, immigration, refugees, and the spread of diseases (COVID-19, etc.) are just some of the examples that can be examined under the lens of social sciences. As we currently face several formidable problems that must be confronted, questions such as these can be addressed in the field of education at all educational stages (including university). Moreover, these questions can be linked to what have been termed Sustainable Development Goals (SDGs). These inlclude issues such as “gender equality” (SDG 4), “clean water and sanitation” (SDG 5), “affordable and clean energy” (SDG 6), the “reduction of inequalities” (SDG 10), “sustainable cities and communities” (SDG 11), “responsible production and consumption” (SDG 12), “climate action” (SDG 13), the “life of terrestrial ecosystems” (SDG 15), and “peace, justice and strong institutions” (SDG 16).

Given this background, this Special Issue aims to answer the following research questions through theoretical and empirical studies:

  • What are the purposes of teaching social sciences in schools today?
  • What place do social thought formation and social problems have in learning/teaching within the field of social sciences?

Please submit your proposals and any questions to Special Issue guest editor Dr. Alvaro-Francisco Morote (alvaro.morote@uv.es) by 15 April 2024. A notification of acceptance will be provided by 31 April 2024. Final papers are due on 30 September 2024 for peer review.

Proposals should be one page in length and include a title, an abstract explaining its relevance to the Special Issue topic, a description of the population, and the methods used (if applicable). Also include author names and affiliations.

Dr. Álvaro-Francisco Morote
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • sustainable development goals (SDG)
  • climate change
  • relevant social problems
  • education for democratic citizenship
  • end-purposes of social sciences teaching

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

20 pages, 1616 KiB  
Article
Climate Change, Education, Training, and Perception of Pre-Service Teachers
by Álvaro-Francisco Morote, Rafael Sebastiá-Álcaraz, Sara M. Ferrero-Punzano, Diego Miguel-Revilla, Juan Ramón Moreno-Vera, Liliana Angélica Rodríguez-Pizzinato and Óscar Jerez García
Soc. Sci. 2025, 14(4), 236; https://doi.org/10.3390/socsci14040236 - 11 Apr 2025
Viewed by 296
Abstract
This study aims to analyze the level of teacher training and education on climate change received by future Social Science teachers in Primary Education. Based on a questionnaire completed by 1224 pre-service teachers from five Spanish universities and one Colombian university, the main [...] Read more.
This study aims to analyze the level of teacher training and education on climate change received by future Social Science teachers in Primary Education. Based on a questionnaire completed by 1224 pre-service teachers from five Spanish universities and one Colombian university, the main results indicate that the majority received training on this phenomenon during their school years (78.3%), though the percentage nearly halves in higher education (44.0%). In addition, future Social Science teachers have a moderate level of preparation—half of the participants selected “3” on a Likert scale (1 to 5), accounting for 54.2% of responses. For this reason, it is necessary to expand climate change education in higher education in order to equip teachers for addressing future environmental issues in the classroom. Education represents one of the most important factors in adapting to climate change, helping present and future societies build resilience to climate change scenarios. Full article
(This article belongs to the Special Issue Social Sciences Teaching in the Face of the Global Challenges of the 21st Century—2nd Edition)
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21 pages, 2596 KiB  
Article
Working with Cultural Heritage from the Local Environment: Analysis of Perceptions of Future Teachers
by Patricia Suárez-Álvarez and Alejandro Otero-Varela
Soc. Sci. 2025, 14(2), 99; https://doi.org/10.3390/socsci14020099 - 10 Feb 2025
Viewed by 615
Abstract
Cultural heritage refers to the set of tangible and intangible assets that a society inherits from its ancestors and transmits to future generations. The training of future teachers in this subject is vital, as they will be responsible for using resources and developing [...] Read more.
Cultural heritage refers to the set of tangible and intangible assets that a society inherits from its ancestors and transmits to future generations. The training of future teachers in this subject is vital, as they will be responsible for using resources and developing activities that promote the appreciation and conservation of cultural heritage by society. In this article, we conducted research among pre-service teachers at the University of Córdoba (Spain). Our goal was to explore, using primary sources, the conceptions that future teachers had about the cultural heritage of their local environment and to identify any difficulties students may have in recognizing and valuing it, as well as to promote critical thinking when addressing key concepts such as identity/otherness. We conducted a study among 189 students completing Early Childhood and Primary Education degrees which allowed us to draw conclusions about the identification, conception, and appreciation of heritage. These results will serve as a starting point for reflecting on their needs in this regard, with the aim of implementing future didactic improvements. Full article
(This article belongs to the Special Issue Social Sciences Teaching in the Face of the Global Challenges of the 21st Century—2nd Edition)
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23 pages, 4521 KiB  
Article
Teachers in Initial Training Facing the Sustainable Development Goals: A Comparative Study Before and After the COVID-19 Pandemic
by Ramón Méndez and María del Mar Felices-de la Fuente
Soc. Sci. 2025, 14(2), 82; https://doi.org/10.3390/socsci14020082 - 31 Jan 2025
Viewed by 763
Abstract
Achieving the Sustainable Development Goals (SDGs) is one of the main challenges facing humanity. However, the fulfillment of these goals has been hampered by health and climate crises, as well as international conflicts. Despite this, it remains essential that work is carried out [...] Read more.
Achieving the Sustainable Development Goals (SDGs) is one of the main challenges facing humanity. However, the fulfillment of these goals has been hampered by health and climate crises, as well as international conflicts. Despite this, it remains essential that work is carried out on these UN proposals in all areas, especially in education. This study aims to understand future teachers’ conceptions of the SDGs and the importance they give to teaching them. To do this, a non-experimental quantitative survey-type design was used to compare the results from two academic years (pre-pandemic and post-pandemic) in order to detect any differences. The information was collected via a questionnaire, which was completed by 364 students from the Degree in Primary Education course. The results show an increase in knowledge about the SDGs and a change in the assessment scale regarding the importance of each of its 17 goals. Likewise, there has been an increase in the students’ personal involvement in achieving them, linked to a more pessimistic position about their fulfillment. We conclude that there is a difference in the results between the two contexts, and that teaching about SDGs during teacher training should be reinforced. Full article
(This article belongs to the Special Issue Social Sciences Teaching in the Face of the Global Challenges of the 21st Century—2nd Edition)
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19 pages, 524 KiB  
Article
The Problem of Hate Speech: Beliefs of Chilean Students About Hate Speech with an Emphasis on Gender Perspectives
by Jesús Marolla-Gajardo and María del Consuelo Díez-Bedmar
Soc. Sci. 2024, 13(12), 635; https://doi.org/10.3390/socsci13120635 - 26 Nov 2024
Viewed by 874
Abstract
This study examines hate speech with a gender perspective in the educational field, focusing on the beliefs of Chilean History degree students regarding its prevalence in their academic programs. Using a quantitative methodology with a representative sample (n = 998) and robust [...] Read more.
This study examines hate speech with a gender perspective in the educational field, focusing on the beliefs of Chilean History degree students regarding its prevalence in their academic programs. Using a quantitative methodology with a representative sample (n = 998) and robust statistical reliability (99% confidence, and 4% margin of error), the research highlights the intersection of hate speech and teacher training. The findings reveal an urgent need for reforms in teacher training curricula to address hate speech effectively. Participants report insufficient tools to confront these challenges, both during their studies and in their future professional practice, exposing a critical gap in preparing educators to promote inclusive learning environments. The study emphasizes incorporating social justice and human rights education as fundamental components of teacher training, advocating for their integration into curricula to foster equity and respect for diversity. By addressing the complexities of hate speech within educational contexts, this research provides practical implications for policy reform and program development. These findings contribute significantly to the literature, offering actionable insights for combating hate speech and advancing gender-sensitive education while establishing a foundation for future research and practical interventions. Full article
(This article belongs to the Special Issue Social Sciences Teaching in the Face of the Global Challenges of the 21st Century—2nd Edition)
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