Analyzing the sixth-grade social studies book in the academic year 2023-2024 from the perspective of globalization components

The present study aimed to analyze the sixth-grade social studies textbook based on the components ofthe phenomenon of globalization. The method used in this research was content analysis using theWilliam Romey method (Romey, 1968). In this approach, each paragraph was considered the unit ofstudy for the text, whereas for questions and images, a single question or image served as the unit ofanalysis. The statistical population consisted of the sixth-grade social studies textbook in (1402-1403),and the sample size was identical to the population. The results showed that the citizenship educationcomponent received the most attention (28 cases) in the analyzed text, while the environmentaleducation component received the least attention (5 cases). Engagement with globalization componentswas semi-active (0.64). Also in the image area, citizenship education received the most attention (17cases) and environmental education received the least attention (4 cases), with a semi-active level ofengagement (0.75) concerning globalization components. In the questions analyzed, the greatestattention was given to citizenship education (18 cases), and the least attention was given to bothenvironmental education and health education (5 cases each), with a semi-active engagement level(0.62). It can be concluded that the level of attention to the globalization components in all threesections - text, images, and questions - was relatively satisfactory, but remained semi-active. However,attention to the components of citizenship education was unbalanced. Therefore, it is recommendedthat textbook authors pay greater attention to the globalization components, particularly environmentaland health education, in all three sections of the sixth-grade social studies textbook to improvestudents' engagement with the content and bring them to a desirable and active level.