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Abstract:This study explores the effectiveness of an interdisciplinary social studies curriculum
designed for gifted seventh-grade students, focusing on climate crisis, global citizenship, and
sustainability themes. Grounded in the urgency of environmental education, the curriculum
integrates scientific, technological, and social knowledge to foster critical and creative
thinking. Utilizing an action research methodology, the study involved iterative planning,
implementation, observation, and reflection cycles with twelve gifted students in a Turkish
Science and Art Center (SAC). Data were collected through digital portfolios, performance
tasks, rubrics, and student reflections. The findings revealed increased environmental
awareness, improved data literacy, enhanced empathy through drama activities, and effective
use of technology in sustainability projects. Students developed and partially implemented
personal eco-action plans. The study contributes to the field by offering a scalable model of
interdisciplinary education tailored to gifted learners, highlighting the need for sustainable
and student-centered practices in curriculum design. Recommendations for teacher training
and policy support are also presented. |