Educational reforms are again underway. The current plan aims to trim the social studies curriculum for grades 6–8, effectively removing the subject from classroom teaching and shrinking high school offerings. In response, the Ministry of National Education proposes increasing the hours allocated to history. This move has surprised many, especially since social studies remains the most frequently chosen subject on the Unified State Exam and is increasingly accepted by universities. Public confusion is high, teachers are circulating a petition to Kravtsov, parents are asking for higher teacher compensation, and the full picture remains unclear to most observers.
What stands out is not a minor adjustment, but a potential restructuring that could cut the social studies program by half. Currently, grades 6 through 11 devote 272 hours to the subject; under the new plan, that could drop to 136 hours. The proposal suggests delaying exposure to the subject from grade 6 to grade 9, with only one lesson per week in the ninth grade, equating to about 34 lessons per year. The reasoning offered is that this suffices for the OGE. Critics view this as suspicious. There would be only 102 hours available for grades 10 and 11, which remains insufficient to prepare students comprehensively for the exam, a reality reflected in the job market where social studies teachers are among the most in-demand private instructors. [Attribution: educational policy discussions]
The Unified State Exam in social studies is already demanding. While it may not be the hardest subject, the competition for high scores is intense. In 2023, approximately 46% of graduates passed the subject, a statistic that gains significance as interest continues to rise. Social studies now opens doors in multiple fields, including some technical programs. Universities have begun accepting engineering entrants with social studies in place of physics, a trend that reflects the country’s engineering needs. Yet students entering these programs frequently struggle with exact sciences, leading to higher dropout rates after early coursework. The plan to adjust admission rules to diversify entrants into humanities and technical tracks has raised questions about alignment with current academic strengths and labor market demands. [Attribution: academic policy observations]
In the humanitarian sphere, social sciences have historically excluded literature and languages. The author recalls a personal experience where elective choices included literature, English, and social studies, and where social studies sometimes replaced or complemented other subjects at different universities to optimize exam scores. Even after a proposed increase in high school history hours from 340 to 476, some fear graduates may still pivot toward regional studies or ethnography while still relying on social studies as a credential. [Attribution: student experiences]
The exam itself has also faced changes. The Unified State Exam in Social Studies has reportedly been adjusted to appear easier by removing several sections from official demonstration materials. Questions about topics like Democracy, Civil Society, International Law, and even military service or public service were reportedly altered or relocated, with speculation that some content transitions to history. [Attribution: exam policy notes]
Meanwhile, it seems the scope of history content is expanding in an unusual way. Sections covering the 1970s, 1980s, and 1990s have grown, and a new segment labeled History of Native Lands has been added. Although a non-graded version of such material exists through extracurricular activities, the government now proposes formalizing it as a required component. Critics argue there is no deficit of local history projects or museum field trips, and the push to add obligations appears unnecessary. [Attribution: curriculum debates]
Officials say the history curriculum will be reinforced with patriotic elements. Yet the framing raises questions about balance. The plan also introduces ORKSE and ODNKNR, and in later years, “Important Conversations” focused on historical dates are requested. Proponents describe these measures as fostering patriotism, but skeptics worry that the effort shifts from knowledge-building to value indoctrination. The concern is that patriotism becomes the default aim rather than understanding and critical thinking about history and society. [Attribution: policy rhetoric]
Critics view the trend as troubling, wondering if the objective is to instill particular values rather than broad, robust knowledge. Questions arise about what values are being emphasized, for whom they are valuable, and whether the priority is society as a whole, the state, or a specific government. The broader implication is a potential narrowing of educational purpose rather than a widening of intellectual horizons. [Attribution: educational philosophy debate]
An additional twist is the attempt to replace not only social sciences but family studies as well. In several regions, a new course within social studies is being piloted and could become a separate discipline starting September 2024. The trajectory mirrors a shift that began with family relations being folded into social studies as a unit of society, then expanding into a stand-alone topic. The stated rationale is that family dynamics affect everyone and deserve focused understanding. Yet critics worry that the shift may oversimplify complex social realities, risking a move away from rigorous scientific inquiry toward a more targeted, perhaps ideological, agenda. [Attribution: curriculum pilots]
Viewed from a broader lens, this sequence feels like an ongoing social experiment on schooling. Curricular redraws, the trimming of scientific disciplines, and the introduction of new courses that seem detached from core science raise concerns. Even the most level-headed observers can become uneasy, wondering whether the aim is to reshape knowledge into a platform for specific values rather than to cultivate informed, critical thinkers. The dialogue around these reforms continues, with many voices weighing in on what education should prepare young people to know and do in a changing world. [Attribution: public discourse]
The author’s perspective reflects a personal interpretation and may not align with all editorial positions. [Attribution: editorial note]