This study was designed to examine the relationship between psychogeography, which explores individuals' emotional and aesthetic relationships with space, and its application in social studies and geography courses within the context of the Turkey Century Education Model. After providing a general overview of psychogeography, the study discusses its place and importance in the educational world and the methods that can be applied in teaching. Theses from publications on psychogeography in Turkey were examined to determine the current status of psychogeography in the field of social studies and geography. It was observed that there are few studies in the field of psychogeography in Turkey; although there are a few studies specific to the field of geography, it was understood that no study has been conducted specifically on social studies and geography teaching. Although the 2024 Turkey Century Education Model brings a new approach to Turkey, psychogeography topics have been overlooked.  In contrast, since the Turkey Century Education Model includes content related to spatial perception in the curriculum and textbooks, psychogeography can be easily used in social studies and geography lessons. Psychogeography's greatest contribution to the teaching of social studies and geography is that it examines extraordinary events in depth while looking at ordinary events, appealing to the human spirit in this way; thus, it often exhibits informal teaching, keeping people away from rote learning. This study examines the reflections of psychogeography in the world of education with support from the literature, the effects of psychogeography's shift towards the field of education in the scientific world, and the use of psychogeography in teaching. The study was conducted within the framework of social studies and geography education and, due to the lack of literature in this field, will be one of the notable studies in this area.