The purpose description of the subject of social studies reveals that eduacation in social studies should create conditions for active participation in society. But what does it really mean to become an actively participating citizen? And how can teaching in the subject of social studies shape an active citizenship? Previous research has largely focused on what social studies should be. The purpose of this study is to, due to a qualitative method, explore how social studies teachers reason about the subject´s overarching purpose of creating conditions for active participation in society. The ambition in this study is to bring a more practical and descriptive perspective on the question of the overall purpose of the subject of social studies. 

With the help of a questionnaire, sixteen social studies teachers have been able to provide their perspectives on how they perceive active participation in society, how they believe students need to be equipped to become actively participating citizens, and what challanges and opportunities they see in their classrooms today in relation to this overarching goal. The survey responses were analyzed using Biesta´s educational functions and with the help of previous research.

The results show that the qualifying dimension, wich involves equipping students with basic knowledge about the organization and structure of society, ranks high on teacher´s priority list. In addition, the teachers in this study also believe that students need to actively participate through dialogue and discussions, wich is linked to Biesta´s subjetification dimension in this reserach. The teachers also consider active participation to involve staying informed about societal developments through news coverage. 

The main challange revealed in the study is linked to a lack of interest among students, as well as a perceived time constraints among teachers. The teachers emphasize that the heavy content of the social studies subjects can hinder the opportunity to create engaging conversations in the classroom. This aligns with previous curriculum research. The possibilities for generate engagement and deeper understanding among students lie in starting from their life world. The results of this study demonstratet that by anchoring the teaching in social studies in students life world, interest, engagement, and an understanding of the individual´s role in society can be integrated.