A Critical Review of Arts-Driven Innovations in Social Science Education

Abstract

This research examines the role of storytelling as an arts-based pedagogical tool in social science classrooms. Storytelling enables learners to contextualize abstract ideas within relatable narratives. The study analyzes how students used personal and fictional stories to explore themes such as migration, inequality, and identity. Findings suggest that storytelling enhances memory retention and emotional engagement. It also encourages empathy and cross-cultural understanding. Students became more confident in expressing their viewpoints. Teachers reported improved classroom interaction and participation. However, balancing creativity with academic rigor remains a concern. The paper recommends structured storytelling frameworks. It concludes that narrative-based learning enriches social science education.