The study aimed to investigate the extent to which the content of social studies curricula for grades (5-10) in the Sultanate of Oman includes the priority of the environment and natural resources included in the Oman 2040 Vision. To achieve this aim, the study employed the descriptive research method for analyzing five social studies textbooks, and a content analysis checklist that includes the seven objectives of the aforementioned priority, which includes (26) indicators extracted by the researchers, as well as five analysis units that represent the cognitive structure of the content (examples, characteristics or attributes, problems, and statistics(. The results revealed the presence of the first seven goals of the environment and natural resources in the social studies curricula for grades (5-10), and the sixth goal, “Renewable energy, diverse sources, and rationalization of consumption to achieve energy security,” topped the list of goals with a frequency of (32.4%), while the fifth goal: “A green and circular economy’ responds to national needs and is consistent with the global trend” came in the seventh place with a frequency of (1.70%). As for the forms of inclusion of these indicators, it appeared that attributes and characteristics were the most represented in the inclusion at a rate of (57.4%), followed by examples at a rate of (33.9%), problems at a rate of (6.6). %), and environmental definitions at a rate of (1. 9%) and finally statistics with an inclusion rate (0.15%). Based on these results, the study recommended the need to achieve a balance in including the main and sub-indicators of environmental priority and natural resources in the Oman 2040 Vision, as well as making use of the five cognitive structures (concepts, attributes and characteristics, examples, problems, and statistics) in including them in the content in a way that helps students understand the environmental content more comprehensively.