Teachers' Perceptions of the Curriculum Changes: The Case of the New Social Studies Curriculum in Northern Iraq

Abstract

This study aims to examine how social studies teachers in Iraq's Erbil, Sulaymaniyah, and Duhok regions interpret and respond to the newly implemented social studies curriculum. The study was designed using a case study approach within qualitative research methods. Twenty teachers working in public schools in Sulaymaniyah, Duhok, and Erbil participated in the research. Using semi-structured interviews, the research examines the motivations behind reform efforts, theoretical foundations of curriculum objectives, challenges encountered during development and implementation, and educators' perspectives on anticipated outcomes. The findings provide important insights for policymakers and practitioners seeking to improve social studies education to develop civically engaged and socially aware students who can navigate diversity and contribute to community development. Several key patterns emerged, including the multiple ways teachers learned about the new curriculum, their opinions on syllabus and textbook clarity, their understanding of core curriculum goals, their comparisons between former and current curricula, and their views on essential student learning outcomes.  The study highlights the complexity of curriculum reform and the need for clear communication, comprehensive educational materials, and an integrated, analytical approach to social studies education. These insights can inform future curriculum revisions, guide teacher development programs, and affect policies aimed at strengthening social studies instruction.