Interdisciplinary Teaching Strategy for Social Sciences in Primary Education: A Theoretical Proposal with Immersive Virtual Learning Projections

Abstract

This theoretical article proposes an interdisciplinary teaching strategy for Social Sciences in Primary Education, aimed at transforming traditional pedagogical practices. It integrates critical pedagogy, the competency-based approach, and immersive technologies such as virtual reality and metaverse.
Methods:
A qualitative, exploratory and propositional approach was adopted. A document-based literature review was conducted using recent studies on immersive learning, interdisciplinary pedagogy, and digital education. The data were analyzed through a comparative and integrative synthesis to design the strategy and assess its alignment with contemporary pedagogical demands.
Results:
Four key dimensions emerged: (1) the conception of an interdisciplinary teaching strategy; (2) the identification of guiding pedagogical principles; (3) the articulation between critical pedagogy and the competency-based approach; and (4) the projection of the strategy toward immersive virtual learning environments. These elements form a pedagogical model capable of promoting critical thinking, social responsibility, and meaningful learning experiences.
Conclusions:
The proposed strategy offers a relevant and adaptable pedagogical framework that aligns with 21st-century educational challenges. Although empirical validation has not yet been performed, this theoretical foundation may guide future pilot implementations, expert evaluations, and the development of digital instructional designs.