This study explored the impact of integrating current events on student engagement and performance in social science education, with implications for teacher training programs and curriculum development. Anchored in Relevance Theory (Sperber & Wilson, cited in Goldman & Cardell, 2013) and Cognitive Load Theory (Sweller), the study employed a quantitative research design to assess these effects among Grade 7-10 students in a private junior high school in Bay Sub-Office, Laguna. The findings revealed extensive integration of current events in social science classes, emphasizing pedagogical approaches, curriculum materials, and classroom resources that promoted critical thinking and civic awareness among students. High levels of student engagement were observed, with notable impacts on cognitive, emotional, and behavioral aspects when current events were integrated thoughtfully. Student performance remained consistently high, reflecting the effectiveness of current event integration in enhancing educational outcomes. Recommendations included implementing weekly current event discussions using multimedia resources, facilitating professional development for teachers, updating curriculum materials annually, and conducting longitudinal studies to further understand the benefits of current event integration on student learning and development. These findings contributed valuable insights for educators, school administrators, curriculum planners, and future researchers aiming to optimize social science education through real-world connections and innovative pedagogies.