English abstract
The study aimed at uncovering the extent to which the concepts of international relations were included in the social studies curricula for grades (5-12) in Oman. To answer the study questions, the researcher prepared a list of the concepts of international relations that should be included in the curricula of social studies based on the previous studies on political concepts and educational literature. The list was validated by specialized referess. The final version of the list included (36) concepts, distributed over sex domains: International community, International Rejeem, International Law, International Information and Communication Technology, International Corpooration and International Issues. The study sample included the social studies curriculum document and social studies textbooks for grades (5-12( The researcher analyzed the content of the social studies curricula (document and textbooks) in the light of international relations concept's list, using Content Analysis technique; with the idea as a unit of analysis. To verify the stability of the card content analysis curriculum was done in two ways: the first through the agreement of analysts, and the second consistency over time (analysis and return). The findings of the study were as follows: 1. The curricula of social studies (document and textbooks) was (29.10%) in the International Cooperation, (25.42%) in the International Community and (20.65%) in the International Rejeem, with a combined frequency of (75.14%) of the total frequency, while the domains of: International Information and Communication Technology, International Law and International Issues did not get the proper coverage in the all social studies curricula. There are (20) concepts of international relations not included in the document, while in contrast, (5) concepts were not included in the textbooks of grades (5-12) out of (36) concepts. Indicating a missing link between the document and textbooks, which was supposed to reflect the document. 3. There is agreement between the document and textbooks not to include five concepts: mass media, digital communications, cyberspace and cybersecurity, digital diplomacy and social media, violence, terrorism, organized crime and weapons of mass destruction. 4. There is a variance of the inclusion of concepts of international relations according to grades. The 12th grade ranked first in the ranks of international relations concepts, and the sixth grade ranked last in the lowest grades to include the concepts of international relations. In the light of those findings, the study proposed several recommendations concerning the inclusion of the following domains: the concepts of international information and communication technology, the concepts of international law and the concepts of international issues in the curricula of social studies
