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This paper studies children’s (aged 8–12) news-related practices and subsequent acts of lived citizenship in formal and informal social contexts. While children in this age group are increasingly exposed to various types of news that shape their understanding of the world, little is understood about their interactions with news. We employ the concept of “news-related practices’ to analyze how news is integrated into or excluded from their daily routines. Based on longitudinal participant observations of children (N = 256) at four afterschool care locations and five primary schools in the Netherlands in combination with semi-structured interviews with teachers (N = 9), we find that children employ a wide range of playful news-related practices that allow for light-hearted explorations of news and create opportunities for acts of lived citizenship. Play allows children to explore societal issues with peers and form moral opinions. However, conceptualizations of news as serious’ hindered primary school teachers” recognition of playful news-related practices. Following these findings, we argue that the acknowledgement of such practices as an effective tool for civic education, may support children in their development of news practices and foster their first steps into becoming informed citizens. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Civic education fosters societal stabilization and democratic resilience by equipping individuals with the knowledge, skills, and values necessary for active citizenship. This comprehensive review examines the impact of civic education on societal stabilization, synthesizing empirical evidence from diverse disciplinary perspectives. The results show a positive association between civic education interventions and various indicators of civic knowledge, attitudes, and behaviors. Specifically, comprehensive civic education curricula enhance political knowledge, cultivate positive civic attitudes, and promote democratic participation. Challenges such as the marginalization of civic education within educational systems and the politicization of curricula pose significant obstacles. Recommendations for enhancing civic education include integrating comprehensive curricula, professional development for educators, promoting experiential learning, fostering partnerships, and promoting inclusivity and diversity. Addressing these challenges and implementing evidence-based practices can maximize the impact of civic education on society, contributing to social cohesion, democratic governance, and protection of fundamental rights and freedoms. [ABSTRACT FROM AUTHOR]

There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people's development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners' development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education. [ABSTRACT FROM AUTHOR]

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change. [ABSTRACT FROM AUTHOR]

Our main goal is to provide a preliminary, descriptive, and thematic overview of civic education courses in Serbia until 2020 from the perspectives of international political sociology, critical pedagogy and critical curriculum studies. After clarifying pertinent conceptual assumptions of curriculum analysis, we review the methodology employed to examine the curriculum. Firstly, our task is to describe how a civic education course in Serbia looks in relevant educational aspects. Secondly, we explore the role civic education plays in postsocialist and post-conflict Serbian society within the educational system and policies, considering transformative processes and reconciliation goals. Among the main findings, we emphasise the inadequacy of the initial phase of implementation of civic education in Serbia. There is insufficient recognition in the broader public regarding the cosmopolitan and social justice values crucial for generating a democratic political culture. [ABSTRACT FROM AUTHOR]

Encouraging children to become 'good citizens' who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under‐researched. This article presents findings from a multi‐survey study that seeks to unpick 'what' and 'how' active civic learning is happening in primary schools across England. By mapping active civic learning across the country, we find that these opportunities are unequally dispersed. Specifically, from an early age, children from more affluent backgrounds are more likely to be prepared for active civic engagement, orientated around ideas of social justice, than those from disadvantaged backgrounds. This raises significant challenges for education policy and practice and calls for greater attention to be paid to civic learning for all children in early and middle childhood. [ABSTRACT FROM AUTHOR]

Although the social realist position is grounded in the fundamentally important observation that schools must engage students with knowledge that deepens and extends their understanding, rather than simply reproduce what they learn in everyday life, this approach commits a fatal flaw by equating such 'powerful knowledge' with the work of academic disciplines—a position also taken by many scholars working outside the social realist tradition. The social realist and related disciplinary approaches mischaracterize the cohesiveness and boundedness of disciplines; they evade the culturally, historically, and institutionally situated nature of disciplines and dismiss the extensive knowledge produced outside them; and they ignore the societal purposes of knowledge within general education, which necessarily differ from those of academic disciplines. In a world beset by social, political, and environmental crises, schools must engage students with systematic knowledge, but that knowledge must be selected and organized on some basis other than a simplified portrait of imagined academic disciplines. [ABSTRACT FROM AUTHOR]

The foundation of new centers for civic education has sparked a new round of debate over the political independence of the public university. Do legal mandates by state legislatures undermine academic freedom? The underlying debate concerns alternative visions of elite formation, as comparing Benjamin Rush and Thomas Jefferson's arguments during the Founding period makes apparent. Both believed that the American constitutional order depended on educated citizens of a certain character, requiring coercive authority in education to instill moral and political commitments. But whereas Jefferson made an exception for educational coercion, Rush viewed education as an aristocratic element that could complement democracy. Rush's prioritizing of duties over rights offers a more helpful framework for the task of reforming elite education today to restore trust between leaders and people. [ABSTRACT FROM AUTHOR]

Based on the theoretical insights of desk research and critical analysis, respectively, this article interrogates and critically evaluates the political education program which the currently governing African National Congress (ANC) in South Africa launched and began implementing in 2019 through the OR Tambo School of Leadership. It raises questions and casts doubts about the program’s pertinence, its potency for wider public buy in, and its chances of success within the presently volatile and adverse South African social, economic, and political climate. As well as teasing out the issue of whether the program represents what the country really needs at the present juncture of its democracy, it is also contended that there are many factors / hurdles that are both intrinsic and extrinsic which are highly likely to obviate the program’s wider public buy in and the success thereof. It is further contended that the adoption and implementation of the said program has not only been an inapt, untimely, and a knee-jerk intervention but also that it is to all intents and purposes an exercise in red herring and clutching at straws, and therefore peripheral to the more pressing political and policy issues that lie at the heart of the problems which beset both the ANC as the governing party and the country at large. The article concludes by predicting the foundering of the said program and posits the notion of a broad-based, nationalistic-oriented, and inclusive civic education program, as opposed to a political party-driven one such as that of the ANC, as a viable alternative for the country going forward. [ABSTRACT FROM AUTHOR]

The aim of this research was to investigate the potential for issue-based civic education. Applying the concept of critical pedagogy to civic education, this article presents the findings of a study conducted in a primary school class in a socio-economically deprived area of the United Kingdom. The analysis of interview and focus group, participant observation and class discussion data suggests that critical, issue-based models of civic education can engage young people in conceptualising their own roles in both politics and civic life more generally. By moving away from a fact-based institutional model of civics such as set out in the National Curriculum, students' interest was also facilitated by the ability to make their own decisions about which issues they most wanted to engage with. [ABSTRACT FROM AUTHOR]

This study was undertaken to determine the influence of social environment indices on students' academic achievement in Civic Education in public secondary schools in Cross River State, Nigeria. In line with the specific objectives of the study, four research questions were set and four null hypotheses were accordingly formulated to guide the study. The ex-post facto research design was adopted for the study. The study population comprised all the 9,696 Senior Secondary-Two Students in the 193 public secondary schools in Cross River State, Nigeria in the 2023/2024 academic session. 969 Students (10%) of the study population were selected as the sample size for the study. An instrument entitled “Social Environment Indices and Academic Achievement Questionnaire (SEIAAQ)” was used to collect data for the study. The instrument was given a face validation by experts in Test and Measurement. While, the reliability estimate of the instrument was determined using the Cronbach’s Alpha Correlation Coefficient statistics. Data collected were first described using Mean and Standard Deviation statistics before they were analysed using the One-way Analysis of Variance (ANOVA) and ‘Z’-test statistics at 0.05 level of significance. The findings were that family structure, peer-group and social media usage have significant influence on students‟ academic achievement in Civic Education, while school location does not have any significant statistical influence on academic achievement in Civic Education. Based on the findings, it was recommended among other things that there is a need for the school authority and parents to checkmate students’ social media usage to avoid addiction, so that students' academic achievement in Civic Education in Cross River State will not continue to be a mirage. [ABSTRACT FROM AUTHOR]

Universities are a formative scenario that transforms reality and their actions must go beyond commitment and citizen solidarity. The objective of this review article is to present a study on the conceptualization, definition and education in values, and an analysis of the theoretical-methodological referents of University Social Responsibility. Systematic literature review and bibliometric analyses were carried out in the programs VOSviewer version 1.6.19 and Connected Papers. The results show that strengthening the sense of identity and belonging of the competent professional committed to academic, economic, social and environmental actions, with respect to the place where he/she studies, lives and works, is fundamental to achieve transformations in order to improve the quality of citizenship education. In conclusion, it is necessary to continue stimulating the apprehension of the value of university social responsibility in higher education institutions. [ABSTRACT FROM AUTHOR]

Multiple civic crises facing American constitutional democracy—deepening political polarization and dysfunction, loss of confidence in major institutions and professions, and collapse of confidence in higher education—can be simultaneously redressed by restoring traditional civic education in universities and colleges. A nascent national reform in public universities, establishing departments of civic thought and leadership, reintroduces a blend of classical liberal arts and American civic education. This restores a core mission of truth-seeking and Socratic debate to universities, while providing the higher civics needed to perpetuate the American legal and constitutional order through non-partisan, non-ideological preparation of thoughtful citizens and leaders with the necessary civic knowledge and civic virtues, including commitment to the rule of law and American constitutionalism. [ABSTRACT FROM AUTHOR]

Drawing on a Nigerian example and framed around postcolonial theory, this study explored teachers' conceptions of a good citizen and civic education ideologies in postcolonial hybrid-identity contexts, using qualitative data collected from 21 civic education teachers. Results revealed that personally responsible and participatory citizenship ideologies, along with a communitarian perspective, dominate teachers' beliefs about good citizenship and civic education, with participation in traditional African sociopolitical systems omitted. Justice-oriented citizenship was rarely emphasized. Teachers' reference to social change as a civic education goal emphasized individuals' responsibilities with limited consideration of structural impediments. Lessons learned include that civic education is used to maintain power structures; ethnocentrism, violence, and government's non-accountability limit teachers' engagement with critical citizenship; structural violations are excluded from human rights classroom discourses; active participation is centered at national spaces; and teachers frame leadership as the only efficient avenue for meaningful active participation. Consequently, the author recommends a rethinking of critical civic education to incorporate Indigenous civic practices and the realities of challenging asymmetric structures to better position the subject for justice-oriented citizenship and democracy development. [ABSTRACT FROM AUTHOR]

Theoretically framed by liminal legality, this narrative inquiry study focused on a social studies migrant teacher named Ms. Ali who had maneuvered through the multilayered categories of legal status—undocumented, DACA recipient, and permanent resident—and explored how her continuous liminal legality had influenced her personal, professional, and civic educational trajectories. The findings of the study demonstrate how Ms. Ali's legal vulnerability had impinged on her life in multiple ways, creating various barriers, particularly in the face of increasingly restrictive and hostile immigration policymaking and rhetoric. The ways in which Ms. Ali's liminal legality informed and cultivated her multiple, dynamic, and critical understandings and approaches to civic education for her newcomer and emergent bilingual students are also highlighted. The findings of the study form a new contribution to the highly underexplored research area of migrant teachers with undocumented/DACA backgrounds and provide several implications for social studies teacher education and civic education. [ABSTRACT FROM AUTHOR]

The hope of reaching diverse and large target groups has motivated civic education practitioners to offer their content on social media. The question has therefore long ceased to be whether civic education should take place on the internet, but rather how civic education goals can be implemented digitally to foster civic literacy. At first glance, the possibility of reaching a broad audience in a short time seems tempting. At a second glance, social media reveals several challenges that can impair educational processes. The present paper discusses the following questions: What are the opportunities and pitfalls of civic education in social media? How can we ensure successful civic education in a digitalized world? In our article, we want to provide an interdisciplinary perspective on the topic by drawing among others from the literature in the fields of media psychology, communication studies, and education science. By integrating insights from various disciplines, our paper seeks to enrich the academic dialogue and to promote a nuanced understanding of the evolving dynamics of civic education in the digital realm. With its practical focus, our paper further aims to underscore the applicability of scientific research. [ABSTRACT FROM AUTHOR]

Through civic education and social interactions at school, students are able to develop more or less political knowledge and trust in political institutions. Both precede intended electoral participation. However, it is disputed whether the relationship between political knowledge, trust, and intended participation is consistent across countries. We analyze data from the International Civic and Citizenship Education Study 2016 that consist of representative subsamples for 14-year-old students (N = 14,567) in Bulgaria, Croatia, Denmark, and Germany (North Rhine-Westphalia). A structural equation model approach reveals that both political knowledge and trust in political institutions contribute to explaining variation in adolescents' intended electoral participation. The effect of political knowledge is partly mediated by trust, which in turn is negatively associated with political knowledge in Bulgaria and Croatia and positively in Denmark and Germany (NRW). These results are discussed in the light of country-specific differences in the political context of civic education. [ABSTRACT FROM AUTHOR]

Studies on voters have shown that emotions are an important factor in politics. However, less is known about emotions experienced by adolescents in the context of civic education. Applying the control‐value theory to a cross‐curricular context, we analyze the relations between two types of emotions experienced in civic education and their antecedents and effects on learning: achievement emotions experienced during in‐class political discussions and epistemic emotions experienced during individual processing of political information in school. We hypothesized both types of emotions relate to control and value appraisal antecedents (e.g., internal political efficacy, personal importance). Further, we expected—depending on the specific emotion—positive or negative relations with academic outcomes (e.g., motivation, engagement, and knowledge). Data were collected with an online questionnaire in Austrian upper secondary schools with students (N = 594, Mage = 17.1) from grades 10 to 13. Bivariate latent correlations broadly support the expectations: We found mainly positive associations of antecedents and outcomes to enjoyment, hope, pride, curiosity, and surprise and negative associations to hopelessness, confusion, and boredom, but more complex correlation patterns for anxiety, anger, and shame. The results provide first insights into which emotions are experienced during political learning and underscore the importance of acknowledging the role of emotions in civic education. [ABSTRACT FROM AUTHOR]

This article explores the integration and development of civic and political education and mental health education in universities. It emphasizes the importance of these two areas in addressing the mental health challenges faced by college students. The article discusses the concepts, goals, and theoretical frameworks of civic education and mental health education, as well as the challenges associated with implementing these approaches. It also highlights the need for targeted and inclusive educational content to meet the diverse needs of student groups. The article proposes the integration of civic education and mental health education through unified goals, curriculum design, and teaching methods to cultivate students with correct ideological concepts, strong psychological qualities, and the ability to adapt to diverse life pressures. [Extracted from the article]

A growing number of states have responded to negative trends in civic knowledge, trust, and engagement by creating new institutes or schools at state universities, with the express aim of reinvigorating civic education and thoughtful, engaged citizenship. In seeking to increase civic knowledge, champion viewpoint diversity, model civil discussion of ideas, combat polarization, and embrace the civic responsibilities of higher education, these institutes can be seen as carrying forward the American founders' vision of civic education, the moral foundations of law and constitutionalism, and the constitutional principles of free speech and federalism. [ABSTRACT FROM AUTHOR]

The study is a theoretical review whose main objective is to understand the main challenges for citizenship education in today's society. For this purpose, citizenship education was approached from the analysis of the theories of constructivism, connectivism, Dewey, Kohlberg and the multicultural citizenship model. The main challenges that have been considered are a) Citizen training in the 21st century b) Citizen training for democracy, c) Challenge in moral and ethical training. The importance in these times of taking into account the main values such as tolerance, respect, interculturality in order to have citizens prepared for environmental, social and political problems and to achieve an integral and global citizenship education. [ABSTRACT FROM AUTHOR]

Civic education has long been viewed as a political tool to construct identity in nation‐states. This view, however, is complicated by the cases of Hong Kong and Macau. As former colonies and current autonomous regions of China, the two cities went through decolonisation without becoming nation‐states. Does this status affect Hong Kong's and Macau's identity discourses? Are civic textbooks tools to construct or deconstruct a Chinese/national identity? What explains the two cities' different identity discourses? Going beyond the civic–ethnic binary, this article argues that identities in 'postcolonial territorial autonomies', such as Hong Kong and Macau, should be analysed through a multilevel framework of identity/state–society interactions, reflecting the local, national and global forces at play. The interactions of these forces shape Hong Kong's layered identity, Macau's ambiguous identity and the two cities' contradictory attitudes towards colonial legacies. This study contributes to a relational and interactional rethinking of national identity and decolonisation. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to identify and examine the living values in 2016 civics textbooks produced by the Ministry of Technology, Research, and Higher Education. The technique used was content analysis. Reading, examining the contents of the book, and taking notes with meticulous examination of the substance of life values in the textbooks were used to gather data. The data were analyzed by examining the material content in each chapter. The results of the study show that the values of life contained in the teaching materials in civics education textbooks for college are unity, love, responsibility, tolerance, cooperation, freedom, peace, happiness, and honesty. The most dominant life values in the teaching materials in civics education textbooks for college are the values of unity and love. Nonetheless, in general, the material in the civics education textbooks for college which were made by the Directorate General of Learning and Student Affairs of the Ministry of Technology Research and Higher Education is still full of theoretical and conceptual or cognitive aspects, so it is still lacking in attitudes and behavior aspects. The development of basic values of life in teaching materials for civics education courses should be presented in the overall framework of learning materials in the form of facts, concepts, principles, and procedures which include an introduction, keywords, concept maps, discussion of the material, appreciation of values, conclusions, reflections, and references. [ABSTRACT FROM AUTHOR]

This study aims to know, analyze, and formulate the strengthening of nationalism for the border community on Sebatik Island, Nunukan Regency, North Kalimantan Province through citizenship education. Sebatik Island is one of Indonesia’s border areas located in Nunukan Regency, North Kalimantan Province, which is directly adjacent to Sabah, Malaysia. The development gap between the country’s border areas shapes the attitudes and behaviors of Sebatik border communities, who have the preference to use foreign currency, consume foreign products, and have dual citizenship. This research uses a qualitative approach with a case study method. Data were obtained from in-depth interviews, observations, and documentation studies. The results showed that civic education in schools can contribute to strengthening nationalism through school-based civic education and community-based citizenship education which is carried out among others by lecture methods, socialization of national insight, habituation, field action, and involvement in basic military training organizations. The recommendations of this research can be used as a role model in strengthening the nationalism of Indonesian society, especially in border areas. [ABSTRACT FROM AUTHOR]

The paper presents an overview of crucial moments in the educational and social history of modern Croatia with emphasis on the introduction of civic education in the formal education system. Using the methodology of desk research important documents and secondary literature dealing with the topic have been summarized. Even though the need for civic education is formally proclaimed on the national level, introduction of the civic education in the Croatian education system is seen as a set of long-lasting processes, with a lot of opposition within the state, changes in the form of proposed curricula, and changes in government support for it. [ABSTRACT FROM AUTHOR]

As law graduates wield significant influence in public life, law schools' responsibility for cultivating students' civic capacities and dispositions remains an important but often neglected project. Taking up this project, this article traces a thread of deliberative democratic aspirations within legal education scholarship and explores the potential of participation within law schools' own political processes for realising these ideals. To do so, it examines law students' experiences of an experiment with deliberative democracy's leading institutional innovation – the deliberative mini-public – and demonstrates the ways in which participation fostered deliberative capacities, a more collective orientation, and increased confidence. Ultimately, the article illustrates the mutually reinforcing nature of civic and legal education, affirms law schools' broader role within society and offers both theoretical and practical insights into the place of democratic innovation within the law school. [ABSTRACT FROM AUTHOR]

Educating in a convulsed political context demands a detailed analysis of the new circumstances of our times, especially the current democracy crisis. According to the latest reports issued by international evaluation organisations, one of the greatest challenges for democratic citizenship is the emergence and rise of authoritarianism within the framework of the so-called post-democracy, and also in the manifestations known as illiberal democracy. Moral and civic education has to respond to this challenge. With this in mind, we propose revitalising a participative and deliberative democracy model, rethinking the basic values in citizens' education, redefining the relation between what is public and what is private, and empowering sensitivity and free creation in the new maker culture. [ABSTRACT FROM AUTHOR]

This article analyses arguments and concerns about the emergence of feelings of anger amongst students, when issues of injustice are encountered in the study of the subject civic education. The aim is to determine the extent to which such concerns supply grounds for regulating anger as counterproductive. In particular, it is argued that to encourage students to forgo all feelings of anger that might be aroused by issues of injustice that students have encountered in civic education—in the name of positive psychology and students' well-being—not only constitutes a form of 'affective injustice', but also unfairly asks students to engage in harmful emotion regulation that reproduces existing exclusions. A crucial task for civic education is to provide learning spaces in which teachers and students can explore the affective complexities of political anger and its consequences. [ABSTRACT FROM AUTHOR]

To what extent does the use of Voting Advice Applications in (digital) civic education classes at school impact students' political knowledge, attitudes, motivations and behavioral dispositions toward elections? This article provides answers to this question by presenting a sample analysis of the responses of 1189 pupils who participated in a digital civic education intervention, with the German Voting Advice Application Wahl-O-Mat at its core, whose usage was embedded in an elaborated didactical concept in civic education classes. Using a quasi-experimental field design with pre- and post-tests, the study shows that the intervention substantially improves students' knowledge of the investigated state election. Furthermore, we can trace a significant increase in young people's political efficacy and specific interest in the election campaign. Finally, we observe a substantial increase in intended electoral participation, especially among those adolescents whose intention to participate in elections was low prior to the intervention, which contributes to a reduction in existing participation gaps. In particular, we identify changes in motivational and cognitive political dispositions, but only to a limited extent evaluative and sociodemographic background variables, as key factors driving the intervention-induced change in willingness to participate in the state election. Our paper concludes by discussing the limitations of the study and its implications for empirical research and practice in civic education. [ABSTRACT FROM AUTHOR]

The article explores the possibilities of implementing cross-curricular connections in language disciplines in secondary school in order to improve students’ skills in perceiving information from written texts. An approved methodical version of a lesson is presented where students in the 12th grade solve communicative tasks, based on their knowledge of the Bulgarian language, first and second foreign language and civic education. [ABSTRACT FROM AUTHOR]

The challenges facing Ukraine as a result of the Russian-Ukrainian war necessitate significant changes in approaches to education, particularly in terms of decolonization and the affirmation of Ukrainian identity. In this context, it is useful to take into account the pedagogical experience of developed countries that have faced similar problems in the past. First of all, we are talking about the use of educational practices of the pedagogical approach of Place-based Education, a trend that emerged in the late twentieth century, the fundamental principles of which are immersion of learning in the local context, establishing strong ties between the school and the territorial community, increased attention to national-patriotic and civic education, and priority didactic technologies - integrated and project-based learning. The purpose of the study is to reveal the potential of locally oriented learning in terms of decolonization of education and involves solving such tasks as analyzing foreign educational practices of locally oriented education that contribute to decolonization, identifying problems in the formation of the national identity of Ukrainian students, and formulating proposals for ways to overcome the identified problems. Methodology includes a set of theoretical methods to understand the world experience of locally oriented education, to analyze the prospects for the introduction of it in Ukrainian school education. The positive consequences of the introduction of locally oriented education are identified, namely: intensification of interaction between school, community and society, fostering affection for the native land, love for language and culture, and acquisition of historical knowledge. It is proved that locally oriented education contributes to the formation of national identity and citizenship of young people. Prospects for further research are seen in the study of the directions of implementation of locally oriented education. [ABSTRACT FROM AUTHOR]

Digital health is emerging rapidly as a new field, providing solutions to the current problems in medical and health services. In this paper, based on digital health education, the medical health course of a medical university combines the concept of "curriculum thinking and government", explores the thinking and government elements, excerpts MOOC high-quality resources to carry out integrated teaching, and builds a "thinking and government elements + medical digital health course + MOOC The integrated teaching model of "Civic Science Elements + Medical Digital Health Course + MOOC" was built. The online teaching service provided by WeChat's "Rain Classroom" platform has expanded the application of the course in the teaching field. After the course was integrated into Civic Education, 84.46%-88.47% of the students were satisfied with the teaching. Only 5.2%-8.25% of the students were dissatisfied with the teaching. The overall evaluation score of medical students was 88.43, with an excellent rate of 37.5%, a good rate of 49.9%, and no failing students. Among them, the usual grade was 83.74, and the final grade was 89.18, with an excellent rate of 53.5%. Therefore, the teaching mode of this paper meets the actual teaching needs, provides a reference for medical schools to carry out the teaching of Civics in medical professional courses, and provides a basis for the subsequent research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the role of school principals, teachers, and learning media used in implementing digital literacy-based multicultural education to help students inculcate global diversity, i.e., an inclusive mindset and the understanding and acceptance of diversity. We used a descriptive qualitative approach with a total of 14 informants, including 10 high school students, two school principals, and two civics teachers at State Junior High School 1 Ogan Komering Ulu and State Junior High School 1 Jakarta. Data were collected through in-depth interviews, observations, and documentation and analyzed later using data condensation, data display, and conclusion drawing. The results of the study confirm that for the studied population: 1) There is support from school principals for the implementation of the Pancasila student profile program, as evidenced by attempts to strengthen teacher competence through workshops and direct supervision at schools. 2) Teachers try to inculcate global diversity values, i.e., those related to social justice, inclusivity, respect, and tolerance in students, such that students are taught to understand and respect all cultures, which is achieved by increased communication and interaction among students belonging to different regions, cultures, and tribes. 3) Students are taught lessons via interesting learning media so that they can internalize the values of Pancasila student profiles with global diversity. The recommendations from this research are headmasters and teachers collaborate to implement the independent curriculum and can provide exemplary behavior by strengthening the Pancasila learning profile concretely and sustainably to form students' multicultural character as expected. [ABSTRACT FROM AUTHOR]

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

What does a learning center for civic education do in a museum environment? How and why can democracy be taught in a museum? The Museum Arbeitswelt in Steyr, Austria, offers with its Politikwerkstatt a learning environment for people of different age groups where they can learn, discuss, and talk about democracy. This article shows the history of the Museum Arbeitswelt which was opened in 1987 and the reason why civic education is and has always been a part of the museums educational approach. In detail the genesis of the Politikwerkstatt and its offers, as well as the Tunnel of Memory, another learning environment close to the museum are discussed. This article shows that a museum like the Museum Arbeitswelt can offer important educational offerings to ensure that our democracy will prevail in the future. [ABSTRACT FROM AUTHOR]

In terms of being students, civic education is very closely related to the development of the character of citizens. In this case, vocational civics can also be developed and given to vocational higher education students. This research aims to find out about civics learning in vocational universities and the character development of students through vocational civics learning. The method carried out is research and development with the ADDIE model. The results showed that learning was carried out contextually and cooperatively with a project-based learning approach supported by 21stcentury skills. Learning develops citizen competencies in the form of knowledge, disposition, and skills. The character of students is developed in the forms of critical thinking, creativity, discipline, appreciation of work, and curiosity. In addition, with the vocational education approach, the aspects developed in vocational civics are communication skills, critical and creative thinking, information literacy, digital literacy, inquiry skills, interpersonal skills, multicultural literacy, problem-solving, and technology skills. Meanwhile, support in the form of 21st-century skills is shown through communication, collaboration, creativity, and critical thinking. [ABSTRACT FROM AUTHOR]

The aim of the article is to present one of the best learning and teaching practices for utilising the competency-based learning approach in uppersecondary education through interdisciplinary learning and teaching. Based on the curricula for the 11th grade in academic profiles Bulgarian Language and Literature and English Language and Literature, and the curriculum for general education in Civic Education, as well as on The European Reference Framework for Key Competences for Lifelong Learning and Reference Framework of Competences for Democratic Culture (RFCDC) a series of lessons in the abovementioned subjects is carried out at “Thomas Jefferson” English Language School, Sofia, on the topic of “Shared Values. Human Dignity”. The final lesson is conducted simultaneously in Bulgarian and English by four teachers with four groups of students from different academic profiles integrating new technologies in the learning and teaching process – a shared virtual Google Classroom. The teachers’ goal is to develop students’ civic competencies as well as their cultural awareness and expression competencies based on their acquired multilingual competencies. [ABSTRACT FROM AUTHOR]

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will delve into three potential educational spaces - memorials, museums, and libraries-that are commonly found in Western democracies. We will explore the significance and scope of each of these spaces and discuss their respective ethical, political, and aesthetic responsibilities. Additionally, we will examine how they possess agency and can influence the educational process, recognizing that even non-human entities, such as nature itself, can play an important role in shaping our understanding of civic education. [ABSTRACT FROM AUTHOR]

Political scientists have long recognized educational attainment as a strong predictor of voter turnout, but the mechanisms through which educational experiences lead voters to the polls remain underexplored. This research begins to open this proverbial black box to understand the specific types of scholastic experiences that encourage voting. Grounded in previous findings by scholars of policy feedback and political socialization, a mix of qualitative and quantitative data analyses reveal that nonacademic high school experiences can have powerful and lasting interpretive effects. Participants in performance and service-based extracurricular activities are consistently recognized for their efforts and connected to their communities, leading to interpretations of dignity, efficacy, and civic duty. As a result, these young Americans are more likely than their peers to vote in early adulthood. Further analyses uncover critical effects based on socioeconomic status: many interpretive educational experiences have more profound impacts on the voting behaviors of young citizens who may lack opportunities for positive political socialization in their home and social environments. Unfortunately, those young Americans whose participatory behaviors could be most impacted by uplifting extracurricular experiences are also least likely to have access to and participate in these programs, a gap that may have been exacerbated during the recent pandemic. [ABSTRACT FROM AUTHOR]

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuestiones Políticas is the property of Revista Cuestiones Politicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Civic education in undergraduate institutions is of vital importance to the civic health of society, but faculty often find it difficult to incorporate civic components into existing courses and lack the resources to incorporate civic outreach into their curriculum. As a result, research has shown that time spend on civic engagement is limited. Additionally, civic engagement is rarely discussed, much less encouraged, outside of political science or other social science classes. In this article, we assess the outcomes of a unique co-curricular civic engagement research and learning program in which undergraduate students are required to work with an external partner, usually a municipal agency or nonprofit, to complete an independent research project. Using quantitative and qualitative student evaluations, we find that students had an overwhelmingly positive experience with the program. They especially appreciated the opportunity to work on "real world" issues in an interdisciplinary setting. They also expressed a desire for a longer program that extended beyond a single semester. We discuss the potential implications of these findings. [ABSTRACT FROM AUTHOR]