Drama as a teaching method had been highlighted in previous research as an approach that can support students' learning, participation and social development. Within social studies education, drama may be particularly valuable for younger students, as it helps to concretize abstract content and create meaningful learning experiences. The aim of this study is to examine how drama pedagogy can support and promote students' learning in social studies in grade F-3, with a focus on knowledge promoting and inclusive aspects.

This study is conducted as a systematic literature review of national and international research on drama pedagogy in educational contexts. The analysis is based on different theoretical perspectives in drama pedagogy, as well as research on learning, inclusion and student participation.

The findings indicate that drama pedagogy can function as a knowledge-promoting teaching method by engaging students cognitively, emotionally, and socially. Drama-based learning contributes to increased motivation, deeper understanding, and the development of reflective, communicative and social skills. Furthermore, the results show that drama pedagogy supports inclusive education by offering multiple ways for students to participate and express knowledge, particularly for students who experience difficulties in more traditional forms of instruction. At the same time, the review highlights that drama pedagogy places high demands in teachers' didactic competence, structure and clear alignment with curricular goals.

The study concludes that drama pedagogy, when implemented with clear didactic purpose, has strong potential as an inclusive and meaningful teaching approach in social studies education for students in grade F-3.

Keywords: drama, drama pedagogy, elementary school, knowledge-promoting, social studies.