The Principles of Social Pedagogy in Contemporary Curriculum Design: The Case of Greece
DOI:
https://doi.org/10.57125/FED.2025.09.25.13Keywords:
curriculum design, social pedagogy, contemporary education, Educational reform, Greek education, social-emotional learning.Abstract
The reform of school curricula in Greece highlights the importance of Social Pedagogy in linking education with holistic development and democratic participation. This study aims to investigate how the new curricula for primary and lower secondary education reflect the socio-pedagogical principles. A qualitative content analysis of the expected learning outcomes of all the subjects was conducted using official curriculum documents, such as Geography, Visual Arts, Drama Education, Religious Education,History, Social and Political Education, Mathematics, Environmental Studies, Music, Modern / Ancient Greek Language and Literature, ICT, Natural Sciences, Physical Education, Physics, Chemistry Biology, Geology. Findings show that the curricula prioritise empathy, collaboration, creativity, critical thinking and respect for diversity, which are core principles of Social Work. Social and emotional learning, interdisciplinary problem solving and digital literacy are systematically promoted. Subjects such as Visual Arts, Physical Education, Modern Greek Language, Computer Science and Home Economics demonstrate the most comprehensive alignment with socio-pedagogical values. At the same time, initiative and research skills remain underrepresented. The fragmented structure of curricula limits holistic integration. Our study provides policymakers, educators, and social workers with practical insights, highlighting the strengths and weaknesses of curricula in social pedagogy, and supporting the design of inclusive and democratic educational practices based on the applied science of Social Work. This study advances curriculum development theory by linking practical classroom needs with adaptive, learner-centred design principles.
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