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Although research conducted worldwide has pinpointed the importance of the cultivation of worldviews in citizenship education, little is known of how worldviews are constructed in the civics curriculum. In this study, we adopted a comparative historical approach to examine how China's civics curriculum has interpreted the meaning of life for young citizens during the transformation of the country from an empire into a nation-state. The data were drawn from 210 school textbooks published between 1902 and 2020. Four historical periods were delineated: the late Qing and Republican era, the Maoist era, the Deng Xiaoping era, and the current Xi Jinping administration. The findings demonstrated the trends and changes that took place while the ideal of citizenship and citizenship education took root, driving the modernisation of Chinese society. Through this study, we contribute to the theoretical discussions on enriching civics curriculum development from a humanist perspective. [ABSTRACT FROM AUTHOR]

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ObjectivesMethodsResultsConclusionIn this Paper, I examine how high school social studies content standards in the United States address fundamental concepts of American governance, particularly the concept of democracy.I conducted a qualitative textual analysis of government/civics content standards from all 50 states, Washington DC, and the Advanced Placement United States Government and Politics (AP Gov) course materials. I applied a framework that distinguishes between 'thick' and 'thin' democracy, drawing on theoretical insights from scholars like Michael Apple and John Dewey.My findings reveal how democratic ideals are framed and conceptualized within secondary government and civics education in the United States. I identified significant variations in how democracy is addressed in state academic content standards, with important implications for how democracy is taught in American schools.I advocate for curricular approaches that promote a more robust and participatory form of democracy, emphasizing critical engagement and collective well-being. This study underscores the importance of recognizing democracy as both a political and governmental concept in shaping educational discourse and policy as well as a practice and way of seeing society. [ABSTRACT FROM AUTHOR]

This study evaluates the civic performance outcomes of charter schools using the NAEP Civics Grade 8 data for 2014 and 2018. It compares civic achievement across charter schools, traditional public schools, and private schools. The results show no significant differences in overall civic performance between charter and traditional public schools. However, charter school with higher exposure to civics curriculum and instructional strategies outperformed their peers. The research highlights the crucial role of curriculum and instructional quality in enhancing civic education outcomes and deepens understanding of the civic capabilities of charter schools. [ABSTRACT FROM AUTHOR]

It is often assumed that, in highly religious environments, religious messages that promote political participation will more effectively influence behavior than nonreligious messages with the same goal. To our knowledge, however, this assumption remains untested. We present results from a community‐collaborative study implemented prior to elections in Zambia, an overwhelmingly Christian country with a youth‐skewed population. We randomized young adults into different versions of a WhatsApp‐based civics course and compared outcomes after exposure to civic information only versus after civic information accompanied by either religious or nonreligious messages that promote self‐efficacy and grit. Because Zambia is a highly religious country, we expected the religious course to have the largest effect. Instead, the nonreligious efficacy‐boosting course did. The religious course performed no better than the information‐only condition. This study cautions against assuming the efficacy of religious messages, even in highly religious contexts, and identifies new questions for future research. [ABSTRACT FROM AUTHOR]

How can teachers engage students in participatory civic education in a state like Texas where education policy is interfering with the Rights of the Learner by refusing to allow educators to support students in becoming active participants in vital democratic processes? Texas Senate Bill 3, passed in 2021, prohibits teachers from directly supporting students in communicating with their elected officials and advocating for legislation as a part of their classroom experiences. This article draws on a framework of Black Critical Patriotism and action civics in response to the challenges posed by S.B. 3 imposed upon educators introducing authentic civic experiences to students. We argue that simulations rooted in the foundations of these frameworks and centering the Rights of the Learner provide for authentic experiences in classrooms where students can develop their civic identities to encourage lifelong civic participation. [ABSTRACT FROM AUTHOR]

The Federal Agency for Civic Education (bpb) and the German Library Association (dbv) are promoting 15 libraries in rural regions of Germany as part of the project "Land.schafft.Demokratie" (Land creates democracy). These libraries will offer events on the topics of democracy, dialogue, and diversity. The goal is to strengthen democratic discourse and promote democratic values. The selected libraries have presented convincing concepts for library work that strengthens democracy and will develop tailored offers for promoting democracy in the coming months. Further information about the project can be found on the website of the German Library Association. [Extracted from the article]

AbstractCivic education is essential to the perpetuation of American self-government. Despite this important role, civic education in the United States has been neglected for several decades and is only recently seeing a resurgence in the classroom and as a focus of research. Conceptions of what constitutes effective civic education vary widely, creating a great multiplicity in what is measured and how, and obfuscating which pedagogical practices are most effective. This paper provides an overview of civic education and the outcomes—including civic knowledge, civic skills, and civic dispositions—that are the goals of such education. We then examine three pedagogies—instruction through primary-source analysis, simulation-based learning, and academic service learning—and review examples of the civic outcomes of these pedagogies. We seek to answer several questions: How are these instructional practices defined? What debates and challenges surround their implementation? What evidence is there that such techniques result in civic outcomes? Finally, what implications are there for the social studies classroom? We demonstrate that these three pedagogies have the potential to improve civic learning, and that a mixture of engaging and effective pedagogies is ideal. We encourage further research on the civic outcomes resulting from the implementation of various pedagogies. [ABSTRACT FROM AUTHOR]

The article examines the use of critical conversation that centers on humanity by a middle school language arts teacher to foster civil discourse and challenge dehumanizing thought process. Topics discussed include the frameworks of critical literacy and sociocultural theories of reading used in the study, the methodology used in the study, and the importance for students to experience critical listening and critical discussions that acknowledge all members of society.

The author explores a transformational civic pedagogy framework that would help elementary teachers in fostering student-centered civic learning. Topics discussed include the learning goals that explain transformative civic learning, lesson plans in which teachers can enact the learning goals in their class, and examples of transformational civic learning.

The author examines the portrayal of former U.S. President George Washington in children's biographies using critical multicultural analysis and a justice-oriented approach to teaching history. Topics discussed include the selection of books for the study, facts about Washington's will to free his enslaved people, the use of glossary terms in nonfiction books for young readers, and the choices on layout made by the biography books as an exercise of power over civic discourse.

Education encompasses learning experiences occurring in various environments throughout life and can be interpreted as teaching organized in schools as formal educational institutions. Teachers play a crucial role in educating students to develop good character by using varied methods to create an engaging learning atmosphere. One increasingly popular method in educational practice is Active Learning. Learning interest significantly influences the learning process. At SMA Negeri 1 Simpang Kanan, students' interest in Civics, particularly the topic of National Integration, is still low, resulting in poor learning outcomes. This research aims to understand how to increase the interest of 10th-grade students at SMA Negeri 1 Simpang Kanan in the topic of National Integration and to identify factors causing the lack of interest. The research employs a qualitative method with data collection techniques including interviews, documentation studies, and observations. The results show that using Active Learning methods can improve students' learning outcomes in the topic of National Integration, positively impacting their learning interest. [ABSTRACT FROM AUTHOR]

In this study, we reflected on the process of designing and implementing a civics curriculum model focused on increasing upper-grade secondary students' involvement in local civic activity. We prioritized examining the challenges and possibilities of institutionalizing partnerships between teachers, students, community leaders, and local government officials. The civics program model included a local government and community focus where students would share, refine, and cultivate social inquiries with community leaders. Additional learning experiences included supporting voter efficacy and learning about local civic structures and grassroots organizing. Using feedback from teachers and student participants, we describe the barriers and possibilities that emerged during the design and implementation of the curriculum. In our reflection on the curricular model, we discuss how, despite our challenges, the program's collaborative and local inquiry-focused elements provided opportunities for teachers and students to identify in more agentic ways and push against the existing structures and discourses that might restrict their civic education experiences. [ABSTRACT FROM AUTHOR]

This paper discusses how Bernsteinian concepts ('pedagogic rights', 'discursive gaps' and 'pedagogic code') from the field of sociology of education can be used as didactic tools to illuminate how different ways of organising teaching in VET has implications for citizenship preparation. The paper is based on results from a five-year research project investigating the extent and nature of learning processes that can be characterised as civic education in Swedish VET. Results from the project show how VET often contributes to social reproduction through provision of class-, gender-, and ethnicity-based access to knowledge with different powers to students. However, we also identified many variations in the VET-contexts studied. In the paper at hand, examples of when and how students got access to different types of knowledge through different ways of organising teaching, and how different ways of teaching prevented or promoted different types of questions with implications for the kind of citizenship preparation the students were offered, is discussed. Our hope is that these discussions contribute to a conversation on how to make a language accessible to VET-teachers that is helpful to problematise and plan their teaching to offer greater access to an active citizenship for students in vocational programmes. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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 (1) the effect of integrative learning model application in Pancasila and Civics Education (PPKn) subjects on students' critical reasoning ability and (2) the effect of integrative learning model application in Pancasila and Civics Education (PPKn) subjects on students' civic cultural literacy. This research deployed a quasi-experimental design with a nonequivalent control group, the research involved 60 grade XI students from SMA Negeri 1 Cineam in Tasikmalaya Regency, West Java. The sample was selected through purposive sampling, the experimental group consisted of 30 students from class XI IPA 3, while the control group included 30 students from class XI IPS 3. The validity of the test and questionnaire instruments was confirmed with a value of 0.548. The results showed that (1) the integrative learning model significantly enhanced students' critical reasoning ability, with average scores increasing from 59.67 to 80.67. The paired sample t-test showed a t-value of 11.664, exceeding the t-table value of 2.048 (p ≤ 0.05). (2) Additionally, the model significantly improved students' civic cultural literacy, with scores rising from 80.10 to 87.43. The t value here was 7.215, also surpassing the t-table value (p ≤ 0.05). The integrative model facilitated interdisciplinary connections, enriched understanding, and promoted the development of critical reasoning ability. It also deepened students' appreciation of tolerance, empathy, and civic responsibility, encouraging respect for diverse opinions and collaborative problem-solving. These findings suggest that the integrative learning model is effective for enhancing critical reasoning and civic cultural literacy in PPKn education. [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.)

This research presents a literature review about the integration of local wisdom into Civics learning in junior high schools with an independent curriculum to strengthen Indonesia's national identity. Through a deep understanding of local wisdom, students can develop a sense of pride in their cultural heritage. This can help strengthen national unity and prevent social disintegration. Besides, the integration of local wisdom can also help raise students' involvement in the Civics learning process, because material that is relevant to the local context will be easier for students to understand and identify. The literature used in this study comprises 2 books and 30 articles from relevant journals. Based on the results of the review, it can be concluded that the integration of local wisdom into Civics learning can be done by incorporating local wisdom values into Civics material according to the "Theme" or "Topic". Meanwhile, the hidden curriculum of local wisdom can be included in regulations, norms, and learning rules; for example, in the learning process, students must behave based on existing local wisdom values. This will make learning more meaningful because the material studied is relevant to the context of community life and students discover local values that are relevant to life through interaction with their environment. [ABSTRACT FROM AUTHOR]

Politicians and scientists all over the world agree that democracy requires educated citizens. However, controversies exist around the issue of what kind of education befits democracy. Civic education is a vehicle to sustain and develop democracy. It is important for creating democratic citizens and supporting the democratic machinery. However, what competencies should be taught in citizenship education that support the formation of democratic citizens is currently still under debate by scholars. In this study, 10 relevant articles were selected from the SCOPUS database using the PRISMA method to discuss the theme in question. It was found that there are five competencies, namely knowledge, skills, attitudes, values, and behavior that must be studied in citizenship education to form democratic citizens, along with their respective indicators. Each indicator has further explanation so that it can be applied in civic education learning. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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.)

Internet-related issues have influenced how civic knowledge is educated and measured. The International Civic and Citizenship Education Study (ICCS) is a well-known large-scale assessment concerning how civic knowledge is educated and measured globally. Regardless of the emerging roles of internet access and usage, the influences of internet access on civic knowledge have yet to be investigated in ICCS research. Hence, this study aims to study whether the multiple-choice items in the civic knowledge test of ICCS 2016 are affected by internet access, what causes the effect, and to what degree Internet access influences the measurement. Results indicated that the ICCS civic knowledge test included six differential item functioning (DIF) items on internet access, of which five favored families with internet access, and one favored families without internet access. In addition, the primary source of DIF items was highly related to socioeconomic status. Overall, the students in families where the internet was available possessed higher civic knowledge than the students who were not. In conclusion, this study provides evidence of item inequivalence and identifies suspicious sources. These results can be used as a basis to investigate related research on digital learning, online teaching, and social media engagement in civic literacy. [ABSTRACT FROM AUTHOR]

Events of recent years both in the United States and around the globe have highlighted the fragility of democracy. The invasion of Ukraine by Russia has prompted educators to seek evidence-based civic engagement methods for helping students understand the invasion and its implications. This paper offers a set of recommendations on how to teach the war in Ukraine through the lens of civic engagement education. Over the years, a sizeable body of scholarship has developed addressing the critical role civic education plays in safeguarding democracy and producing effective pedagogical approaches for instilling democratic knowledge, skills, and dispositions. Using this scholarship as a starting point, this paper offers recommendations on how educators in a variety of settings and across disciplines might modify these civic learning models to address the war in Ukraine. Based on my experience as a scholar-practitioner-educator at an institute of politics focused primarily on American democracy, I also offer suggestions on how to integrate teaching the war in Ukraine using these practices to enhance appreciation of civic engagement and the role of the citizen. [ABSTRACT FROM AUTHOR]

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]

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings. [ABSTRACT FROM AUTHOR]

Management scholars have long exposed the inadequacy of management education in addressing the complex problems confronting business and society, including ecological and climate emergencies. Concerns have been expressed about the culture of competition, self-interest, greed, and short-termism that still dominates the business school, despite the irreparable ecological damage that this culture has contributed to creating, and the innumerable business scandals it has generated. To navigate the grand challenges of our time, management education needs to be shaken at its very foundations. In this essay, I unpack the process that generates these dysfunctional consequences to expose the root of the problem: assumptions of self-interest, instrumental rationality, capitalist organizing, and mechanistic worldviews generate self-fulfilling prophecies. Only once this harmful process is better understood is it possible to move beyond critique and support the virtuous cycles enabling functional outcomes. Contributing to the current debate around building civic universities and reframing the concept of civility systemically, I propose reconfiguring management education around four different principles: generalized reciprocity, substantive rationality, diverse organizing, and a system approach. I suggest that these are the pedagogical foundations for civic management education capable of producing cooperative humans, substantive business schools, fairer societies, and thriving ecosystems. [ABSTRACT FROM AUTHOR]

AbstractSchools self-identify as caring communities and teach young children to be caring for each other. But schools also teach other contradictory and competing messages, such as individualism and self-reliance, rationalist concepts of justice and meritocracy, and other neoliberal approaches to life and community. Furthermore, while endorsements of care are commonly found in educational institutions, caring is not always (or even often) practiced or regarded as a major aim in schools, in contrast with human capital approaches to youth development. This essay examines how schools do and don’t care. At its core is the rearticulation of care ethics in education, and what caring means within the contemporary field. Over time, enthusiasm for care ethics has peaked and waned. It begins with a brief explanation of what caring is within the field of care ethics, before it considers how caring is ideally involved in education. In this case, discourses of care ethics and caring in education can be coopted against the writings of care ethicists to complement positive psychology, socially conservative character education and civic education, and individualistic and neoliberal approaches to education. As a result, schools can appear to care, but do so in highly distorted ways. These distortions, I argue, do not reveal fundamental limitations or flaws within care ethics approaches to care. Instead, they demand a reconsideration and rearticulation of care ethics in the contemporary education landscape: a context which has changed considerably since debates and articulations of care ethics in the 1980s. [ABSTRACT FROM AUTHOR]

Community psychologists have made significant contributions to the study of civic engagement, yet scarce studies have examined the impact of civic engagement training among youth with a history of dropping out. We describe an effort to promote civic education and action through a curriculum implemented at an alternative school that focuses on (a) developing awareness of the importance of engaging in social/political issues; (b) increasing civic participation; and (c) acquiring political advocacy and organizing experience. This evaluation of the civic engagement training summarizes the issues students reported in a public presentation as having had an impact in their lives; their historical, political, and social understanding of the issues; the ways in which they used a variety of social media to communicate information to different audiences; and their engagement in civic actions to impact their selected issues. Overall, students became more aware of their role as citizens and voters and wanted to share their experiences with their peers, friends, and families. The implications of promoting civic engagement among youth with a history of dropping out of school are discussed, as well as the challenges of the training implementation. Highlights: It is critical to design meaningful sociopolitical learning experiences to help youth take action.Many students felt passionate to act due to the policies being proposed by the Trump administration at the time.Students learned they could make a difference and used social media to spread awareness to their peers. [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 paper focuses on finding the relationships between the frequency of experiencing positive and negative emotional states, students' subjective evaluation of the subjects of mathematics, Slovak language and literature, English language, civics and physical education in terms of their popularity, difficulty and importance, and school achievement in these subjects. The research population consisted of 168 (100%) pupils second and third-year pupils of a secondary vocational school in Žilina. The research included: the Subjective Emotional Habitual Well-being Questionnaire (Džuka, Dalbert, 2002) and the Attitudes to Learning Subjects Questionnaire for Pupils (Hrabal, Pavelková, 2010). The most important results of the research revealed that the teaching subject of mathematics was rated the worst in all the surveyed items. Pupils perceived mathematics as the least favourite subject, the most challenging, the least important. They had the worst average school achievement in it, experienced the most negative and least frequently positive emotional state of all the subjects studied. English was the most significant teaching subject. Physical education was the most popular subject taught to the students. Pupils' attitudes towards the subjects taught did not change much over time, being stable and unambiguous. Only the subject of mathematics, which current pupils perceived to be less popular and less important than in the past, showed a change. We found a high correlation between the frequency of experiencing a positive state of mind and the popularity of the assessed teaching subjects in mathematics and physical education. [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]

The popularity of digital civic education has gained the attention of educators, policymakers, and public administrators worldwide across the globe. Research scholars have also been focused on understanding how young citizens' motivation and learning outcomes can be stimulated. Based on gamification affordances and self-determination theory, this study examines how three gamification affordances (i.e. reward affordance, competition affordance, and self-expression affordance) affect young citizens' intrinsic motivation and learning performance in digital civic education. In addition, the study examines the moderating effect of the modularity of gamified learning activities on the relationship between intrinsic motivation and learning performance. Data for this research were collected from 454 young citizens of a digital civic education platform through an online survey. Structural equation modeling (SEM) was used to analyze the proposed research model. The empirical results indicate that the three gamification affordances exert different degrees of influence on the satisfaction of young citizens' intrinsic psychological needs, which in turn, facilitates their learning performance. Further, the results indicate that the modularity of gamified learning activities impedes the impact of psychological need satisfaction on learning performance. This study is important in that it helps educators and politicians understand the needs of young citizens through gamified digital civic education modes. [ABSTRACT FROM AUTHOR]

Background: Tolerance is a prerequisite for deliberative democracies. Therefore, fostering tolerance is an important task for educational systems in democracies. In the present study, the concepts of social and political tolerance were disentangled and applied to the measurement approaches of the International Civic and Citizenship Education Study 2016 (ICCS 2016). A single scale of political tolerance was proposed by identifying items on equal rights of women and men, different racial and ethnic groups and immigrants that capture the support of equal political rights. Previous research indicates different approaches that might be used to foster tolerance in schools. Methods: This study used the rarely applied alignment method to identify a political tolerance scale that was sufficiently invariant in the 15 participating European educational systems. The alignment method identifies solutions with minimal amounts of non-invariance. Multilevel regression analyses are used to identify which aspects of schooling are predictive of political tolerance at the student and at the school level. Results: The alignment analyses revealed a sufficiently invariant solution for the 15 education systems that could be used in regression analyses. While cognitive learning showed only a weak relationship with political tolerance, teacher fairness was relevant at student and school level. An open classroom climate was a positive predictor with relevant strength only at school level. Further multigroup analyses indicated that the results at the student level were stable between countries, while school level indicators varied more strongly between countries. Conclusions: Researchers need to acknowledge the conceptual differences between social and political tolerance in their measurement approaches. The alignment method can be useful to create scales that are comparable between many different educational systems. While educational systems differ strongly in their school level variance of political tolerance, teachers can play an important role in fostering political tolerance at the student level. [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]

This article shows how Australian politics played an under-researched part in the development of the Anglosphere idea. By examining the contestation of nationhood in Australia from the republic referendum of the 1990s until the mid-2000s, this article offers a new interpretation of the genesis of the Anglosphere idea. The article suggests that debates about national identity in Australia and the Anglosphere idea are co-constitutive. These co-constitutive relationships are with the United Kingdom (via the republic debate, the process of reconciliation between settlers and Indigenous peoples and civics and citizenship education), New Zealand (via 'Anzac' war commemoration) and the United States of America (via defence and security). The Anglosphere idea remains important to debates about national identity and public policy in Australia and provides context for decisions about how Australia positions itself in the world at a time of significant transnational challenges and threats. [ABSTRACT FROM AUTHOR]

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Purpose: Civic education in the US has historically centered the nation-state. This is often disempowering for marginalized students who exist outside the national narrative and political sphere. Design/methodology/approach: This year-long ethnographic study considers what counts as civic education in the US Virgin Islands, a territory of the US. This paper draws on critical theory and critical pedagogy to understand ways teachers in a politically and culturally marginalized space can reimagine civic education. Classroom observations, interviews and curriculum content analysis are used as data. Findings: The findings suggest that teachers centered the local by surfacing the unjust political relationship between the US and its territories and incorporating local history, civic engagement, resistance and culture to politically empower their students. Originality/value: This research will contribute a deeper understanding of the possibilities for civic education to be empowering for those who are marginalized and often excluded from the national political arena. [ABSTRACT FROM AUTHOR]

This study identified the empowerment of student's learning involvement through STEM approach in learning Citizenship Education during the New Normal era at Universitas Pendidikan Indonesia and STKIP Pasundan, Cimahi. This study used quantitative and qualitative research procedures which undertook three steps: 1) preparing the use of the STEM approach in citizenship education learning; 2) implementing the STEM approach in citizenship education learning; and 3) reflecting the implementation of the STEM approach. The results showed that students had an awareness to learn, experience, and directly experience themselves. Learning was carried out concretely as well as by developing cooperative attitudes in students. In addition, 30% of the empowerment of students' learning involvement in visual activities was conducted in the form of reading, viewing images, observing experiments, and demonstrations, while 50% of oral activities (i.e., expressing opinions, connecting an event, asking questions, and giving suggestions), and 20% of writing activities (i.e., writing reports, making outlines or summaries, and doing tests). This article concludes that student learning involvement through a stem approach in civic education learning is in an effort to produce quality cognitive, psychomotor, and affective human resources. The STEM approach used in civic education learning can ultimately increase the activeness and attitude of student involvement. [ABSTRACT FROM AUTHOR]

Internal and external factors influence teachers' daily assessment decisions. The purposes of teachers' assessments are crucial, as these purposes guide the assessment process. Still, little is known about teachers' assessment purposes. The aim of this study is to identify and describe the different purposes of assessments that Civics teachers describe. Thirteen Civics teachers in Swedish upper secondary school were interviewed about their assessment practices. A thematic analysis generated four main themes about teachers' purposes: enacting policy, improving learning, pulling for students and handling administration. There are tensions between different purposes, and teachers need to balance these in their assessment decisions and when validating. Specific Civics subject matter also influences purposes and tensions. This study contributes to the understanding of the influence of internal and external factors on teachers' assessment practices in Civics, and to the understanding of the complexity of validity with multiple purposes in the school context. [ABSTRACT FROM AUTHOR]

The objective of this paper is to review the rising tide of Illiberalism and its growing influence on democratization. Illiberalism, in counter to liberal democracy, refers to the kind of rule that is somewhat democratic but not genuinely democratized. Political leaders distort the mechanism of conducting elections, influence the coverage of the media, and use the notion of nationalism to strengthen their position. The qualitative method of research has been adopted whereas primary and secondary sources are adopted for data collection. Case studies from the United States under Donald Trump, India under Narendra Modi, and Turkey under Recep Tayyip Erdogan illustrate these phenomena. It shows that such practices of illiberalism erode democratic institutions, civil liberties, and checks and balances in the country. The paper suggests steps for improving the electoral oversight, media freedom, Global cooperation and civic education. All these measures are critical for the sustainability of democratization in the wake of surging illiberal forces. [ABSTRACT FROM AUTHOR]