Single National Curriculum (SNC) for Social Studies (2020): Document Analysis for Development of Critical Thinking Skills at the Primary Level

Abstract

This qualitative study analyzes Pakistan's Single National Curriculum (SNC) for Social Studies in grades 4-5 to examine how it aims to develop critical thinking skills. Using NVivo 12, the SNC document was systematically reviewed to identify key themes related to the conceptualization, significance, pedagogy, and assessment of critical thinking. Findings revealed that while critical thinking is an implicit goal, the concept lacks an explicit definition. However, textual analysis suggests critical thinking is valued for promoting democratic participation, pluralism, empathy, and inquiry-based learning. Instructional techniques emphasized include cooperative learning, investigatory projects, discussions, and questioning. Assessment of critical thinking is not elucidated but seems identifiable in modalities like investigative reports, group discussion analysis, and responses to thought-provoking questions. The study concludes that the curriculum endorses critical thinking but needs to further strengthen its coherent manifestation across curricular objectives, teaching-learning processes, and measurement approaches. Developing analytical skills, along with consciousness-raising about systemic inequities, can enhance education's role in shaping national identity and nurturing democratic values. Recommendations include providing a clear conceptual model of critical thinking, mapping instructional approaches directly to critical thinking attributes, building teacher capacity, designing authentic assessments, and coupling skill-building with awareness of normalized marginalization.