INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS) ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VIII Issue X October 2024 Page 2801 www.rsisinternational.org Assessing the Inculcation and Internalization of the 21 st -Century Skills among Social Studies Teachers and Primary Schools Pupils in Plateau State, Nigeria Sunday Jacob, Linda Yaro, Falade Olakunle, Dasar Dyenan, Polmi Ibrahim Federal College of Education Pankshin, Plateau State, Nigeria DOI: https://dx.doi.org/10.47772/IJRISS.2024.8100235 Received: 06 October 2024; Accepted: 11 October 2024; Published: 19 November 2024 ABSTRACT The study examined the inculcation and internalization of 21st Century skills among Social Studies teachers and primary schools’ pupils in Plateau State, Nigeria. Four (4) research questions were raised and two hypotheses were formulated to guide the study. A descriptive survey was employed and the research population comprised of 800 Social Studies teachers across the state out of which 120 were sampled for the research. 4,200 pupils were in the classes of the 120 Social Studies teachers sampled but only 1,200 were randomly sampled (10 pupils per class) and their behaviour observed. A semi-structured interview, checklist and questionnaire were used to collect data for the study. The collected data were analyzed using frequency, mean, standard deviation and independent sample t-test. The findings revealed a moderate knowledge level and inculcation of 21st Century skills knowledge among Social Studies teachers investigated in the study. Also, the study found that low internalization and demonstration of the 21st Century skills among primary school pupils examined. The study therefore, recommended that, Government should provide adequate support for refresher training for Social Studies teachers to improve their knowledge and skills on the inculcation of 21st Century skills components. Also, educational policy makers should develop clear guidelines and standard for integrating the 21st Century skills into the primary school curriculum for pupils’ benefits. Key words: 21st Century skills, Demonstration, Inculcation, Internalization, Social Studies. BACKGROUND OF THE STUDY The demand for 21st-century skills in education has gained significant attention in recent years, as educators and policymakers worldwide recognize the need for students to acquire competencies that align with the rapidly evolving global landscape. These skills include critical thinking, creativity, collaboration, communication, and digital literacy, which are vital for success in modern economies and societies (Voogt and Pareja Roblin, 2019). Many countries, especially in Europe, North America, and parts of Asia, have already made considerable progress in embedding 21st-century skills in their educational systems. For instance, Finland, Singapore, and the United States have implemented robust frameworks to equip teachers with the necessary tools and knowledge to integrate these competencies into the curriculum (Care, Kim and Vista and Anderson, 2019). Despite these advancements globally, many developing countries, particularly in Africa, are still grappling with challenges in fully integrating 21st-century skills into their educational frameworks, especially in subjects like social studies (Akyeampong, Lussier, Pryor and Westbrook, 2020). The 21 st Century skills according to Jacob (2020), refers to a broad knowledge, skills, character traits acquired within subject - area knowledge and instruction which equips students to enjoy a high quality of life, work and relationship by being resilient, intentional, creative and confident in life. Social Studies education, with its interdisciplinary focus on understanding historical, cultural, and societal phenomena, serves as a critical domain for the cultivation of these skills (National Council for the Social Studies, 2010). However, there remains a need to assess the extent to which Social Studies teachers are effectively integrating and inculcating these skills into their teaching practices to ensure that students are adequately prepared for the demands of the 21 st century. The 21st century has brought about rapid technological advancements, globalization, and shifts in the nature of work, all of which necessitate a re-evaluation of the skills students need to succeed in the modern world.