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The advancement of information technology in the digital era has raised the standards for the content and methods of civic and political education in colleges and universities. This paper utilizes knowledge mapping technology as its foundation, integrates resources from civic and political education in colleges and universities, and builds a knowledge mapping system for civic and political courses. This system enables the digital and intelligent development of civic and political education in these institutions. The entities of Civics and Political Science courses are obtained through the Hidden Markov Model and BiLSTM-CRF model; semi-structured and unstructured data are crawled from web pages to constitute the entity relations of the Civics and Political Science domain, and the knowledge of Civics and Political Science courses is fused by using the double-layer filtering method. In addition, this paper constructs a Civics knowledge mapping system, which includes data modules and application modules, to visualize the complexity of the Civics knowledge system. This system is then applied to the practice of Civics teaching in colleges and universities. Based on the empirical analysis of the TAM model, it is concluded that the mean value of five potential variables (PEU, PUA, TU, BI, and SU) of the Civic Political Knowledge Mapping System constructed in this paper is high, and the acceptance of the system by students is long. The implementation of this paper’s system in actual teaching can significantly improve the overall civics learning objectives of the class.

Cultivating innovative talents is an important goal of the talent cultivation strategy in the new era, and ideological and political education is an indispensable part of cultivating a correct outlook on life and the spirit of innovation. In order to fully leverage the supporting role of ideological and political education in cultivating innovative talents, this paper proposes an enhanced collaborative filtering algorithm and content recommendation algorithm. The traditional Civic and Political learning evaluation algorithm is improved by considering the forgetting factor and introducing disciplinary abilities and sequence dependence. The results of the experimental analysis point out that the average grade improvement of the seven Civics and Politics knowledge points of the students in the experimental class reaches 10.3%, the mean value of the four innovation dimensions reaches 14.95 points, and the average agreement rate between the self-assessment results of the learning effect and the results of the evaluation model is 90%. It shows that the optimized Civics personalized learning and evaluation method, based on this paper, has positive effects.

Deep learning significantly enhances Civic and Political Education in higher vocational colleges and universities by facilitating a nuanced understanding of students’ cognition of learning content, engagement in the learning process, and perceptions of the educational environment. This study involved collecting behavioral data from students in Civic and Political Education classes and applying the YOLOv5s algorithm—an advancement in deep learning networks—to extract and detect student behavioral features. Additionally, the enhanced ShuffleNetV2 algorithm was employed to classify and identify these features. Based on these methodologies, a student behavior recognition system was developed for Civics classrooms, and its practical application was evaluated. The findings indicate that the implementation of this recognition system resulted in increased classroom activity and engagement, with 70% of the participants demonstrating hand-raising and speaking behaviors. There was a statistically significant enhancement in students’ Civic learning behaviors following the system’s application in teaching (P

Multicultural integration brings opportunities and challenges to the field of education, and the innovation of Civics education in higher vocational colleges and universities becomes increasingly essential. In this paper, the reinforcement learning algorithm is used to construct a Civics teaching mode with precise teaching intervention, which quantifies students’ learning ability and learning status by combining the Civics learning ability level parameter. The difficulty coefficient of Civics exercises determines the students’ mastery of Civics content. Based on the students’ Civics learning ability and learning status, a precise teaching intervention strategy was formulated, and the teaching intervention was used in practice to explore the effectiveness of the accurate intervention Civics teaching model in terms of the change of students’ ability and performance. The results show that under the Precision Intervention Civics Teaching Model, students with low collaborative learning and high problem-solving ability changed from unidirectional PR→RS to bidirectional PA↔PR, indicating that the Precision Intervention Teaching Model can improve students’ learning ability. The passing rate of students under this model were maintained at 70%, the average score was above 70, and the students’ performance in Civics was significantly improved compared with the traditional teaching model.

This paper aims to explore the innovative development model of ideological and political education. By establishing a Civic and Political Science teaching platform, two functions of classroom interaction and online dual-teacher interaction are designed under nine ideological and political teaching modules. The VR technology and system framework are analyzed, and the corresponding MDP algorithm is constructed. The algorithm model was used to analyze the percentage of students’ favorite Civics classrooms and the acceptance level of VR teaching classrooms. The result data show that only 27.5% of students like Civics class, 51.53% of students maintain a neutral attitude towards Civics class again emotionally, and 16.36% of students do not like Civics class. 70.1% of students prefer the means of communication of Internet platform tools. 16.58% of students prefer the means of communication of newspapers and magazines, 50.2% of students prefer the means of video communication, and 35.26% of students prefer the means of video communication. 35.26% of students prefer book communication. This paper provides reference data and models for the development of ideological and political education innovation.

Objective: This study sought to uncover the relationship between physical education courses integrated with civic education (PECICE) and prosocial behavior among university students. Additionally, we aimed to decipher the mediating roles of cultural confidence and self-esteem within this relationship. Methods: Employing a questionnaire-based approach, we assessed the relationship among PECICE, cultural confidence, self-esteem, and prosocial behavior in university students. The instrument comprised four distinct scales: the Perceived Effectiveness Scale for PECICE, the Cultural Confidence Scale, the Self-Esteem Scale, and the Prosocial Behavior Scale. Our sample encompassed 293 Chinese college students, consisting of 137 men and 156 women, with an average age of 21.39 years (SD = 2.1). Results: PECICE demonstrated significant positive associations with cultural confidence (r = 0.29, p < 0.001), self-esteem (r = 0.35, p < 0.001), and prosocial behavior (r = 0.40, p < 0.001). The influence of PECICE on prosocial behavior among university students was mediated through three channels: solely via cultural confidence (mediating effect value: 0.14), solely via self-esteem (mediating effect value: 0.22), and through the combined influence of both cultural confidence and self-esteem (mediating effect value: 0.2). Conclusion: The intertwined mediating roles of cultural confidence and selfesteem highlight their pivotal significance in enhancing the efficacy of PECICE. These insights offer a valuable reference for both educators and policymakers striving to augment prosocial behavior in university students. [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 COVID-19 pandemic forced museums to rethink their activity in the context of social media, thus generating new ways of communicating and educating about the heritage they preserve. This article explores the indissoluble relationship established between these emerging edu-communication models and the spaces destined to safeguard the intangible cultural heritage (ICH), since the latter is a sociocultural phenomenon whose museumization requires education and civic participation. In order to determine to what extent museum edu-communication inspired by the co-creative paradigm can be extended into formal teaching contexts for the generation of heritage bonds and communities around ICH, two cases produced at the J. Trepat Factory Museum in Tàrrega (Spain) are analyzed through an autoethnographic approach. Both examples encourage a reflection on how the co-creative paradigm makes it possible to raise awareness and involve the entire community in the safeguarding of heritage, while at the same time promoting the expansion and reformulation of the institution's proposals. We conclude that the integration of this approach into formal pedagogical practices contributes to overcoming some of the limitations of non-formal and informal edu-communication, as well as to generating a rhizomatic identization around ICH. [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]

This mixed-methods ethnographic case study examines the socio-historical origins and current lived experiences of students at one Russian university to understand the role of a university education as an environmental factor in the development of a civic consciousness. Findings suggest that the institution has attempted to introduce liberal civic education reforms while competing with a system-wide civic passivity developed during the Soviet era. At the same time, the institution is balancing political neutrality and social development to effectively execute its mission in spite of increasing state control. Student voices suggest that human capital development remains a top priority, whereas civic development has been limited. This case study serves as a cautionary tale in light of oppression and compromises that higher education institutions have to make with the state. Moreover, countries with a similar Soviet legacy of an atrophied civic society can look to modest reform efforts to engage individual students in a way that can promote civic participation so long as the state allows civic development to occur. This paper also addresses the implications of higher education's role within the context of the 2022 Russian invasion of Ukraine. [ABSTRACT FROM AUTHOR]

This article attempts to explore the link between education and democracy. Education is supposed to serve as a unifying factor and socialization agent among citizens of a state; teaching them who they are and what their country expects of them. The role of the educational system is important for the state in building a civic identity and patriotism among students. In Bosnia-Herzegovina (BiH), students complete a "Democracy and Human Rights" civics education course in primary and secondary schools; however, the current pedagogical implementation of instilling a civic identity is low, with little attention paid to civic identity promotion. This article examines the notions of civic pride and education among high school seniors in BiH via statistical analysis of original field data (n=5,749 surveys; 78 high schools in 53 towns). Identity politics and ethnic saliency are explored, with concluding views on the lack of (perceived) rights among the Croat student population. Cross-cutting cleavages and interpersonal trust are low, with the ethnic promoted over the civic. [ABSTRACT FROM AUTHOR]

Flipped civic education has attracted many educators' attention, because it can be employed to increase students' interest in learning civic literacy. However, very few researches investigated students' continuance intention to participate in flipped civic education. It is a truly important issue since flipped civic education can be more effectively applied and developed if the factors behind students' continuance intention can be identified. Therefore, in order to identify these key factors, this study adopted social cognitive theory to devise a research model. The research findings showed that social interaction ties occupy a dominant role in affecting students' continuous participation in flipped civic education through hedonic and utilitarian outcome expectations. The results suggested that fostering the collaborative activities like debates or discussions is the top priority for teachers who want to promote students' engagement in flipped civic education, because it will help students construct knowledge and experience pleasure from interpersonal interaction. [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]

Students' positive experiences in schools positively predicts students' political trust. However, little research has examined how individual students' feelings of exclusion at their schools may relate to students' political trust. Moreover, how does an overall sense of exclusion from the school relate to political trust apart from individual students' feelings of exclusion? Lastly, do immigrant students have a different level of political trust, on average, than non-immigrant students? Using data from the 2009 International Civic and Citizenship Education Study, this study employed multilevel modeling to investigate these questions in Denmark, Finland, Norway, and Sweden. The results revealed that students feeling like an outsider at school was a statistically significant predictor of lower feelings of political trust in the four Nordic countries. In three countries the school's overall sense of exclusion was also a statistically significant predictor. The discussion explores the implication of the findings for students' political trust. [ABSTRACT FROM AUTHOR]

This article discusses the integration of the artisan spirit into the teaching of architectural design. It emphasizes the importance of attention to detail, professional ethics, and a sense of responsibility in architectural design. The article also highlights the value of traditional craftsmanship in modern design and the need to combine technical teaching with ideological education. It suggests enriching civic education resources and promoting the craftsman spirit to cultivate students' values and outlooks on life. The use of multimedia and modern technology is recommended to enhance teaching and improve students' comprehensive quality. [Extracted from the article]

The main purpose of this exploration is to find out how the Civics training experience is and the factors that influence student discipline progress at SMA Negeri 2 Tondano. The technique used in this study is an interesting abstract approach. The results showed that Civics learning practices were carried out by teachers in managing the character of student discipline at SMA Negeri 2 Tondano, namely: arousing student enthusiasm, equipping students with an understanding of good disciplinary behavior, using fun learning media such as the quizizz application so that students are more stable and dynamic in participating in Civics learning. Variables that influence Civics learning practices in forming students with controlled character at SMA Negeri 2 Tondano are self elements which include insights, considerations and perspectives, peer factors, family elements to choose good learning methods. [ABSTRACT FROM AUTHOR]

Beginner voters tend to change easily in terms of believing in something, especially in elections and politics, so they may become a favorite target for prospective candidates and political parties in getting votes. If novice voters do not have sufficient knowledge about politics, they will be easily influenced and will be easily influenced by hoaxes on social media, therefore political education is needed that is integrated into Civics subjects. This article belongs to the literature study which comes from books and journals. One way that can be done to educate prospective voters, especially first-time voters, to take part in elections so that they are increasingly aware of hoaxes and not affected by them is by increasing understanding through political education in Civics learning. Political education is not directly in the curriculum or learning but is integrated into lesson plans through Civics learning that is adapted to the independent learning curriculum. So that later political education carried out through PPKn learning can increase the vigilance of novice voters against political hoaxes on social media to produce qualified and responsible first-time voters, so that in the future it is hoped that the character of voters will be formed in honest and fair general elections so that the possibility of someone becoming a good citizen will be even greater. [ABSTRACT FROM AUTHOR]

In the era of the Fourth Industrial Revolution, blended learning must focus on strengthening students' character, in addition to building their knowledge and skills. To achieve this goal, it is essential to develop a blended learning model that is based on values. This study aims to describe the value-based blended learning model and its effect on strengthening student character. We used Borg and Gall's Research and Development method for our research, which involved a total of 265 university students enrolled in Pancasila and Civic Education courses at Universitas Pendidikan Indonesia, Universitas Sebelas Maret, dan Universitas Negeri Padang. Data were collected using interviews, questionnaires, and attitude scales and analyzed using qualitative interactive, quantitative descriptive and correlation-regression analysis. The results revealed that (1) the value-based blended learning model for character strengthening was carried out by integrating characters at all combinations, all stages of learning, and on all components of learning, habituation, role models, rules, rewards and punishment systems; 2) most students perceive very well the implementation of value-based blended learning in Pancasila and civics education courses; and 3) most of the students showed very good character. The dominant characteristics developed in value-based blended learning were critical thinking, creative and innovative thinking, independence, collaboration, hard work, digital literacy, democracy, religiosity, peace, responsibility, and tolerance. (3) The application of value-based blended learning has an effect of 50.8% on strengthening student character. Therefore, value-based blended learning should be implemented to strengthen student character. [ABSTRACT FROM AUTHOR]

The article begins with a review and analysis of the literature on Character and Citizenship Education in Singapore in grades -, with particular reference to values in education. The understanding of values in terms of Marwin Berkowitz, Fritz Oser and Wiel Veugelers is the theoretical basis of the article. The analysis of curriculum began with a review of the literature on values in education. The next stage was to analyse the curriculum along with its Core Values (Respect, Responsibility, Resilience, Integrity, Care and Harmony), embodied in the five domains, its three Big Ideas (Identity, Relationship, Choices) and its guiding principles in grades -. Education here comes across as an interaction between various sets of teachers' values and the ongoing construction of students' values. The key part of the study is to analyse the Singaporean Character and Citizenship Education, principally its parts which involve the Core Values. Key Understandings and Key Questions make it possible for students to become involved in the variance of values in a constructive and critical manner. Documents concerning the subject of the analysis were studied by means of a problem method, which is based on an educational phenomenon examining various consistent factors related to time and society. [ABSTRACT FROM AUTHOR]

This document explores the integration of network teaching into the curriculum of applied colleges and universities to enhance the teaching of civics and students' ideological and political awareness. It identifies issues with current teaching methods, such as indoctrination teaching and the lack of practical links. The document suggests measures to strengthen the construction of course ideology and politics, including addressing students' learning needs and promoting correct ideological concepts. It also emphasizes the importance of teachers improving their self-media ability and establishing an interactive platform for student engagement. The ultimate goal is to improve teaching quality, stimulate student interest, and ensure the ideological and political development of college and university students. [Extracted from the article]

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]

The Town Hall Meeting (THM) program at California State University, Fullerton has been annually incorporated into several Introduction to American Politics course sections since 2011, to improve academic performance and promote civic engagement among enrolled students. This article provides a detailed analysis of results from a 2017 quasi-experimental study of the program designed to overcome methodological challenges in earlier studies, using close-ended and open-ended surveys and institutional research data on student demographics and academic performance. The research finds that the THM program successfully increases students' political knowledge, political efficacy, and interest in political engagement and that it does so through the critically important and mediating variable of students' sense of a strong classroom community. This suggests that Introduction to American Government courses that build communal connections in the classroom can more successfully engage students politically. [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.)

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]

Combining and applying the health education concept and industry-education integration provides new ideas for reforming project-based Civic Education teaching and cultivating talents. This paper first analyzes the development of the health education concept and industry-education integration in general and discusses the health education concept and the reform of a project-based Civic Education curriculum based on industryeducation integration. Secondly, based on project-based teaching and curriculum Civics, it analyzes the Civics elements of project-based teaching curriculum and the design of Civics teaching in the project-based teaching curriculum. Finally, based on the study of project-based teaching course Civics education, we analyze the course structure and course evaluation of project-based teaching course Civics education. The results show that: in the construction of the curriculum structure of the project-based teaching course Civics teaching, the setting of its professional curriculum structure does not match the current talent training objectives; 39.41% of teachers choose the curriculum structure of a single process of the subject system, 56.04% choose the curriculum structure of integration of science and practice, and only 13.56% choose the curriculum structure of combination type to meet the needs of talent training objectives. It is proved that constructing a project-based teaching curriculum integrating industry-teaching based on health education concepts can promote the transformation and development of Civic Science teaching. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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]

Through assigning one-on-one instructional coaches, the Teaching Skills That Matter (TSTM) initiative successfully supported teachers in 33 states to integrate the skills that matter into instruction using effective approaches in five topical areas: health literacy, civics education, digital literacy, financial literacy, and workforce preparation. Instructional coaches, who also served as adult education teachers themselves, and teachers engaged in regular dialogues while teachers planned their TSTM implementations as well as after observing the lessons being taught. Rather than being evaluative, coaching conversations created space for in-depth reflection and critical thinking about the complex work of teaching. [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.)

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.)

This study aims to analyze the inculcation of character towards the national spirit in civics learning activities at MIN 11 Medan City, especially for fifth grade students. The research method used in this research activity is in the process of taking samples using descriptive qualitative research methods. Through observations made on fifth grade students using qualitative research methods, the results obtained also explain data through words or verbally that have been obtained during observation activities. The results show that there is progress in fifth grade students of MIN 11 in Medan City by inculcating national character through civics learning. Children who initially did not know how to sing the national anthem after being implemented the cultivation of the national character became able to know and be able to sing the national anthem, as well as other things related to national character. Penelitian ini bertujuan untuk menganalisis penanaman karakter terhadap semangat kebangsaan dalam kegiatan belajar PKn pada MIN 11 Kota Medan khususnya pada peserta didik kelas V. Adapun metode penelitian yang digunakan dalam kegiatan penelitian ini dalam proses pengambilan sampel dengan menggunakan metode penelitian kualitatif deskriptif. Melalui pengamatan yang dilakukan pada peserta didik kelas V dengan menggunakan metode penelitian kualitatif maka hasil yang diperoleh juga menjelaskan data melalui kata atau lisan yang telah diperoleh selama kegiatan observasi. Dalam observasi yang telah dilakukan maka diperoleh hasil bahwa terdapat kemajuan pada peserta didik kelas V MIN 11 Kota Medan dengan dilakukannya penanaman karakter kebangsaan melalui pembelajaran PKn. Anak yang awalnya tidak tahu menyanyikan lagu nasional setelah diterapkan penanaman karakter kebangsaan menjadi tahu dan bisa menyanyikan lagu nasional, begitupula pada hal-hal lain yang berkaitan dengan karakter kebangsaan.