Exploring Future Elementary Teachers' Perspectives on Paradigm Shifts in Social Humanities Education

Abstract

This study explores the dynamic interaction between social dynamics and paradigm changes in social humanities education, as perceived by prospective elementary school teachers at the tertiary level in Indonesia. Through a qualitative research approach, researchers conducted observations, in-depth interviews, and surveys of prospective elementary school teachers to reveal their unique perspectives on the developing paradigm in social humanities education. The findings of this study indicate that 75% of prospective teachers demonstrate a high awareness of contemporary societal changes and their impact on educational content and methodology. In comparison, about 20% of the remaining were still confused, and 5% didn't know. These latest findings highlight the importance of aligning pedagogical strategies with evolving needs in a rapidly changing world. This research investigates the challenges faced by future educators as they attempt to bridge the gap between traditional practices and emerging paradigms in social humanities education. The insights of this study contribute to discussions of curriculum development and teacher preparation, emphasizing the need to foster adaptability and innovation in elementary school teacher education programs.