| The State of Social Studies Teacher Preparation: An Analysis of Program Requirements in the United States | William Benedict RUSSELL III, Bonnie BİTTMAN, Joshua KENNA, Lloyd BECKLES, Carolyn VAN ZANDT | 1–23 |
| Integrating Primary Sources, Artifacts, and Museum Visits into the Primary Years Program Inquiry Curriculum in an International Baccalaureate Elementary Setting | Sarah A. COPPERSMİTH, Kim H. SONG | 24–49 |
| The Persistence of Deficit Thinking Among Social Studies Educators | Natalie KEEFER | 50–75 |
| Meeting the Challenges of Curriculum and Instruction in School Settings in the United States | Hasan AYDİN, Burhan OZFİDAN, Douglas CAROTHERS | 76–92 |
| Readiness of educational activity subjects for results-oriented cooperation in the inclusive educational practice of higher school | Vladimir Ts. TSYRENOV, Klavdiya G. ERDYNEEVA, Tuyana Ts. TUDUPOVA, Pavel G. BORONOYEV, Nataliya N. POPOVA | 93–113 |
| Supported accommodation of young people with psychophysical disorders as a condition for social and pedagogical inclusion | Tatiana V. FURYAEVA, Anna N. MARKEVİCH, Evgeniy FURYAEV | 114–127 |
| The potential of folk tabletop games in the development of the intelligence and creativity of children | Mariia BAİSHEVA, Alexey GOLİKOV, Maria PROKOPİEVA, Ludmila POPOVA, Alexandra ZAKHAROVA, Taniana KOVTUN | 128–138 |
| Spiritual dominance of the Sakha people traditional belief in the personality development of children | Mariia BAİSHEVA, Antonina GRİGORYEVA, Anna NEUSTROEVA, Tatyana BORİSOVA, Evdokia SİDOROVA, Tamara ILİYNOVA | 139–148 |
| Major factors affecting students’ perception towards faculty evaluation of teaching (SET) | Smitha Shiva DEV, Nudrat QAYYUM | 149–167 |
| Problems of linguistic discrimination in the communicative space of Tajikistan: legal, sociolinguistic and educational aspects | Diloro ISKANDAROVA, Olga LADYGİNA, Khusrav Shambezoda, Alexey Zolotukhin, Valijon Abdukhamitov | 168–189 |
| Deictic Elements as Means of Text Cohesion and Coherence in Academic Discourse |