Social Studies Learning and Students' Awareness and Critical Thinking of Environmental and Societal Issues

Abstract. Social Studies is fundamental to fostering students’ critical thinking and awareness of contemporary environmental and societal issues; however, empirical evidence regarding its pedagogical effectiveness remains fragmented. This study evaluated the level of Social Studies learning across three dimensions—knowledge acquisition, values formation, and skills development—and its relationship with students’ awareness and critical thinking capacities. Utilizing a descriptive–correlational–comparative research design, the study surveyed 305 Senior High School students from the Humanities and Social Sciences (HUMSS) strand. Data were collected using a validated researcher-developed instrument and analyzed through mean, standard deviation, Spearman’s rho (rs), and one-way ANOVA. Findings indicated that both Social Studies learning and students' levels of awareness and critical thinking were "High." Correlation analysis revealed a significant, weak-to-moderate positive relationship between Social Studies learning dimensions and student competencies. Notably, values formation and skills development demonstrated stronger correlations with awareness and critical thinking than knowledge acquisition alone. Furthermore, significant differences in student performance and awareness were identified when data were grouped by school. The study concludes that while Social Studies significantly contributes to student development, the cultivation of awareness and critical thinking is highly contingent upon pedagogical approach. To optimize educational outcomes, the study recommends a transition from traditional knowledge transfer toward experiential and inquiry-based learning models that prioritize higher-order thinking skills for real-world problem-solving. Keywords: Critical Thinking; Environmental Awareness; HUMSS Students; Inquiry-Based Learning; Social Studies