Abstract

Board games have emerged as powerful pedagogical tools capable of enriching primary social studies education through their unique integration of cognitive challenge, social interaction, and participatory engagement. This article examines the theoretical foundations, empirical evidence, and practical applications associated with board-game-based learning, highlighting its potential to transform traditional instruction into dynamic, student-centered experiences. Drawing on constructivist, social constructivist, experiential learning, and game-based learning theories, the study proposes a conceptual framework consisting of three interrelated dimensions-cognitive, social-effective, and participatory. A review of international research reveals that board games enhance learners’ motivation, conceptual understanding, strategic reasoning, and socio-emotional competencies, while also fostering civic dispositions such as cooperation, empathy, and responsible decision-making. Classroom applications demonstrate that both commercial and teacher-designed games can be effectively integrated into inquiry-based, cooperative, and interdisciplinary learning models when supported by structured reflection and intentional facilitation. However, challenges related to curriculum alignment, teacher readiness, classroom management, inclusivity, and assessment highlight the need for thoughtful implementation and professional support. Overall, the article argues that board games offer a promising avenue for cultivating active citizenship and deeper social understanding, positioning them as transformative tools for participatory learning in primary social studies classrooms.