<![CDATA[Background of study: This study explored teachers’ perceptions regarding the implementation of the Social Studies curriculum at the Upper Basic Education level within the Rimi Education Zone, Katsina State, Nigeria. Social Studies plays a vital role in equipping students with civic knowledge, ethical values, and social awareness needed for nation-building, yet its effective implementation faces several challenges. Aims and scope of paper: The study aimed to examine teachers’ views on four key areas: the appropriateness of curriculum content, the use of instructional materials, the effectiveness of recommended teaching methodologies, and the obstacles hindering the implementation of Social Studies in the selected educational zone. Methods: A descriptive survey design was employed, involving all 22 Social Studies teachers in Upper Basic Education schools within the Rimi Education Zone. Data were collected using a structured and validated questionnaire (TPSSCIQ), with reliability confirmed at 0.86 using Cronbach’s Alpha. Descriptive statistics (mean scores) were used to analyze the responses. Result: The findings revealed that most teachers perceived the curriculum content as relevant and appropriate. They also acknowledged the importance of using instructional materials such as maps, videos, and textbooks. Teachers agreed that recommended methodologies such as demonstration, problem-solving, and inquiry-based learning enhanced student understanding. However, several challenges were noted, including lack of resources, overcrowded classrooms, insufficient teacher training, and infrastructural constraints. Conclusion: The study concluded that although teachers generally have positive perceptions of the Social Studies curriculum, effective implementation is hindered by structural and resource-related challenges. Addressing these barriers through government support, professional development, and improved instructional materials is essential for enhancing curriculum delivery and student learning outcomes.]]>
