This study examined the influence of Social Studies Education in fostering ethical and responsible citizenship among students in Colleges of Education in Kogi State, Nigeria. The study was guided by two main objectives: to determine the extent to which Social Studies Education promotes ethical citizenship, and to examine how it fosters responsible citizenship among students. A descriptive survey design was adopted, targeting a population of 31,320 students across three colleges: Kogi State College of Education, Ankpa; Kogi State College of Education (Technical), Kabba; and Federal College of Education, Okene. A sample of 360 students was selected through a multistage sampling technique, combining purposive and simple random sampling. Data were collected using a structured questionnaire titled Social Studies Education in Fostering Ethical and Responsible Citizen Questionnaire (SSEFERCQ), comprising two sections and rated on a four-point Likert scale. The instrument had a reliability coefficient of 0.79, indicating high reliability. Data were analyzed using descriptive and inferential statistics, with Pearson Product Moment Correlation (PPMC) addressing the research questions and regression analysis testing the hypotheses at a 0.05 significance level. Findings revealed that Social Studies Education significantly promotes ethical and responsible citizenship among students. Gender-based analysis indicated differences, with male students showing higher development in ethical citizenship, while female students responded more positively in fostering responsible citizenship. The study concluded that Social Studies Education is instrumental in nurturing values and behaviors essential for active civic participation and recommended curriculum enhancement, gender-sensitive teaching strategies, community-based learning, teacher training, and policy support to strengthen citizenship education.