The social sciences play a crucial role in helping younger generations understand complex global issues, develop critical thinking skills, and actively participate in society as ethical and informed citizens in the digital age. Therefore, many countries are increasingly integrating social science competencies into their educational programs. In this context, the present study aims to examine the extent to which social science skills are incorporated into pre-school, primary, secondary, and high school curricula published in 2024. The study was conducted using a document analysis design, a qualitative research method. A total of 26 curricula published in 2024 were analyzed, and social science skills were identified in 11 of these programs. These skills were most frequently observed in the Philosophy, History, and Turkish Republic Revolution History and Kemalism (8th grade) courses. The findings further revealed that certain skills—namely, SBAB12 (Logical Reasoning) and some integrated skills (SBAB1.1, SBAB7.7, and SBAB7.8)—among the 17 social science skills defined in the Century of Türkiye Education Model were not included in any learning outcomes. In total, social science skills were present in 211 out of 2,939 learning outcomes (7%) across the 26 curricula examined. However, only 52 of these outcomes (23.7%) reflected the highest level of skill integration involving all integrated skills, while 85 outcomes (40.28%) demonstrated either full or partial use of social science skills at this level. These findings indicate that a holistic structure in the teaching of social science skills has not yet been fully achieved.