Evidence-Based Practices, Culturally Relevant Pedagogy, and 21st-Century Skill Development in Social Studies Education: A Mixed-Methods Praxis-Oriented Study

Abstract

Social studies educators in the United States are increasingly tasked with preparing students to navigate environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), intensified by sociopolitical polarization and systemic inequities. These conditions challenge compliance-driven reform and technical instructional solutions that fail to account for cultural context, political contestation, and institutional constraint. This mixed-methods study examines how high school social studies teachers understand and apply Evidence-Based Practices (EBPs), how these practices align with Culturally Relevant Pedagogy (CRP), and how educators perceive their effectiveness in developing the 6Cs—Critical Thinking, Communication, Collaboration, Creativity, Connectivity, and Culture.