Evaluation of the Alignment of Geography Lessons in Second-Cycle Elementary Social Studies Textbooks with Environmental Education Standards

Document Type : Original Article

Authors

1 Associate Professor of Educational Sciences, Farhangian University, Tehran, Iran.

2 Curriculum Studies Department, Educational Research Major, Kharazmi University, Tehran, Iran

3 PhD student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.

10.48310/rsse.2025.20178.1285

Abstract

Background and Objectives:Environmental education is pivotal in shaping students’ sustainable attitudes, skills, and behaviors.Geography lessons within second-grade social studies textbooks provide a vital platform for achieving these goals. Given the critical need to cultivate environmentally responsible citizens, evaluating the coverage of environmental components in these lessons is essential.This study aims to analyze the content of geography lessons and determine their alignment with environmental education standards.Methods: The research utilized qualitative content analysis with a quantitative approach, employing Shannon’s entropy model to assess concept distribution and significance. Data processing was conducted using R software (version 4.5.0). The study population comprised all geography lessons in second-grade social studies textbooks, fully included as the sample. A researcher-designed checklist served as the data collection tool, with content validity confirmed by eight experts and reliability established via Cohen’s Kappa (0.82).Findings: Results indicate a logical, stepwise presentation of environmental components. Water and soil are prominently covered, while biosphere and sound receive less attention in lower grades. Entropy and correlation analyses reveal coherent content, progressively introducing complex environmental concepts.Conclusion: Geography lessons, with their structured design, foster environmental knowledge and ecosystemic thinking. Enhanced focus on underrepresented components could further strengthen environmental education, empowering students as proactive, responsible environmental citizens.

Keywords

Quarterly journal of research in social studies education
Volume 7, Issue 4
January 2026

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